3
10
84
-
Teaching Activity
Objectives
<ul><li>
<p>Students will synthesize data presented in charts, tables, and graphs to write a narrative about the immigrant experience in the Ellis Island era. </p>
</li>
<li>
<p>Students will develop skills for reading and understanding quantitative data. </p>
</li>
</ul><p style="text-align:left;">This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.7. Integrate visual information with other information in print and digital texts.</p>
</li>
<li>
<p>RHSS.9-10.7. Integrate quantitative or technical analysis with qualitative analysis in print or digital text.</p>
</li>
</ul>
Materials
1855, 1852, 1848, 1850, 1854, 1853, 1851, 1849, 1860, 1858
Lesson Plan Text
<p><strong>NOTE: </strong>The directions for this activity include modifications for elementary students. "MS/HS" denotes when sources or strategies are suggested for middle school and high school students only.  "Elementary" indicates that the strategy or source is designed for elementary students. Depending on the level of the students, the teacher may want to use some or all of the charts and strategies conveyed, regardless of grade level. </p>
<p><strong>Step 1: </strong>Tell students that today they will be using graphs, charts, and tables to understand the lives of Ellis Island immigrants in the first decade of the 20th century. All of the information that they will be using is taken from the 1910 census and a special Congressional report compiled in 1911. (As needed, explain what the census is and what types of information it records.) At that time in U.S. history, the largest proportion of the population was either foreign-born or the children of foreign-born residents (about 1/3 total; by comparison, in 2010, about 23% were immigrants or children of immigrants). </p>
<p>Begin by passing out "Immigrants by Nationality and Gender." Note with students the color-coding of the charts (German=orange, Irish=green, etc.) Read the description out loud and then discuss the following:</p>
<div>
<div>
<ul><li>
<p>What information in conveyed in these charts? Â <em>(Which groups were arriving between 1899 and 1910, the relative number of men and women arriving in five different immigrant groups)</em></p>
</li>
<li>
<p>What observations about this wave of immigration can you gain from this chart? What were the biggest groups arriving? Which groups had more men than women? More women than men? What is new or surprising? Â </p>
</li>
</ul><p><strong>Step 2:</strong> Next students will learn more about the immigrants who arrived here.  Pass out "Immigrants' Connection to the United States" and "Money Shown on Admission to the United States" <em>(MS/HS only). </em>Examine charts together and discuss the following:</p>
</div>
</div>
<div>
<ul><li>
<p>What information do these charts convey? </p>
</li>
<li>
<p>What is surprising or new information from these charts? What other observations can you make? </p>
</li>
<li>
<p>What do these charts convey about the challenges and opportunities for Ellis Island immigrants? </p>
</li>
</ul><p><em>MS/HS only:</em> Pass out "Immigrant Household Relationships by Gender and Ethnicity" and discuss:</p>
</div>
<div>
<ul><li>
<p>What information do these charts convey? What is new or surprising? Other observations?</p>
</li>
<li>
<p>How does work and family account for the differences between different ethnic groups and genders? (Polish and Italian men arrived by themselves and thus were more likely to live as boarders; Jews tended to migrate as families and so did not live as boarders; Irish women were much more likely to live as servants in someone else's home; etc.)</p>
</li>
</ul><p><strong>Step 3:</strong> Next students will look at the types of jobs immigrants worked. Pass out "Chart of First Generation of Male/Female Immigrant Occupations." Discuss the following:</p>
</div>
<div>
<ul><li>
<p>What kind of information is being conveyed in these charts? </p>
</li>
<li>
<p>What is new or surprising information from these charts? Other observations?</p>
</li>
<li>
<p><em>KEY IDEA: Many immigrant women did not work; this chart only measures the occupations of working women.</em></p>
</li>
<li>
<p><em>KEY IDEA: Workers in the 1910 census were anyone ages 10 and older.</em> How would this be different today? Â </p>
</li>
<li>
<p>What factors might have accounted for such stark concentration among certain groups in certain industries? <em>Â (Chain migration and family/friend connections to help getting a job; immigrants' skills or lack of skills for an industrial economy; niche markets)</em></p>
</li>
</ul><p><strong>Step 4:</strong> Finally, students will look at educational attainment. For MS/HS, pass out "Comparison of School Enrollment..."; for elementary, pass out "Percentage of Teens Ages 14-18 Enrolled in School." Discuss:</p>
</div>
<div>
<ul><li>
<p>Who was most likely to attend school? Who was least likely?</p>
</li>
<li>
<p>How does immigrant educational attainment compare to native-born white Americans?</p>
</li>
<li>
<p>What factors might account for these differences? <em>(Need to work, different ideas about the necessity of educating women, etc.)</em></p>
</li>
</ul><p><strong>Step 5:</strong> Now students will synthesize this data.</p>
</div>
<div>
<ul><li>
<p><em>For MS/HS:</em> Pass out "Immigrants by the Numbers Situation" sheet. Read through the directions together. Randomly pass out immigrant identity cards to each student and assign them to write a narrative (length depending on level of students) in the voice of their character based on the information gleaned from the charts. Teachers can modify this activity by asking lower-level students to answer only some of the items listed under "The Task" and limiting the charts the student works from. When finished, ask students to share their narratives with a partner or with the whole class. </p>
</li>
<li>
<p><em>For elementary:</em> Pass out the "Immigrants by the Numbers I Statements" sheet, the immigrant characters sheet, scissors and paste to each student. Students should read each statement and decide for whom it was true. Students then cut out that immigrant's picture and paste it under the statement. Teachers may want to tell lower-level students how many "correct" answers go with each statement. </p>
</li>
</ul></div>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Immigrants by the Numbers
Description
An account of the resource
In this activity, students work with quantitative data (charts, graphs, and tables) from the 1910 census and the 1911 Dillingham Commission Report to understand the lives of immigrants in the Ellis Island era. The activity includes an option designed for middle school and high school students, as well as a suggested strategy for elementary students. After studying the data, students write a narrative in the voice of an immigrant in 1910, incorporating the information gleaned.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Gender and Sexuality
Common Core Reading
Delving into Data
Irish Immigration
Italian Immigration
Jewish Immigration
Reading Supports
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will be able to understand why Chinese immigrated to the United States, beginning in the 1850s and their work experiences in the West Coast. </p>
</li>
<li>
<p>Students will be able to describe racism against the Chinese and the causes and effects of the 1882 Chinese Exclusion Act.</p>
</li>
</ul>
Materials
1846, 900, 1878, 1879
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that they are going to watch a film about the first generations of Chinese who came to the United States. Hand out or have students sketch a KWL chart and ask them to complete the first column, “What do you already know?” Ask students to think about facts or images they have about this topic and write them down. (Optional: Divide students into small groups have each group complete the KWL chart together on a piece of chart paper.) </p>
<p><strong>Step 2:</strong> Introduce Clip 1 (Disc 1, 17:09-24:24) by providing background information, which can include: </p>
<ul>
<li>
<p>First wave of Chinese come seeking “Gold Mountain”, the California Gold Rush</p>
</li>
<li>
<p>Part of a “sojourning” tradition in China, where young men leave their villages to travel to Chinese cities, or other countries, to seek their fortunes and return </p>
</li>
<li>
<p>Virtually all Chinese immigrants in this first wave are from Guangdong Province </p>
</li>
<li>
<p>First group of Chinese immigrants are successful at the Gold Rush, by taking over claims abandoned by other miners and methodically finding gold dust in the silt </p>
</li>
<li>
<p>1850 Chinese population in US totals about 4,000 (total population of US is 23.2 million) (.02%) </p>
</li>
</ul>
<p>Ask students to jot down new information and questions in the appropriate columns as they watch the film. Play Clip 1 (Disc 1, 17:09-24:24). </p>
<p><strong>Step 3:</strong> After the clip, students should share what they learned and what questions they have with other students at their table. Then, ask each table to combine the information and questions on a piece of chart paper.</p>
<p>After all the students (or groups) have filled in a KWL chart paper, look around the room and synthesize patterns and key points, including: </p>
<ul>
<li>
<p>The Chinese were initially welcomed into the U.S. and then quickly became targets of racial discrimination.</p>
</li>
<li>
<p>There was a special tax levied against Chinese that limited what kinds of work they could do.</p>
</li>
<li>
<p>There was a court ruling saying that Chinese could not testify in courts. </p>
</li>
</ul>
<p><strong>Step 4:</strong> <span style="font-weight: normal;">Introduce and play Clip 2 (Disc 1, 40:00-52:00). Explain that this clip is about the role of Chinese workers in building the transcontinental railroad: “They’re a long way from Gold Mountain, now they’re tunneling through mountains.” Divide students into two groups. Ask the first group to pay attention to what kind of work the Chinese do and how that changes. Ask the second group to listen for how Chinese immigrants are treated and how the Chinese try to change it. </span></p>
<p>(Optional: Share out responses after viewing clips.)</p>
<p><strong>Step 5:</strong> Hand out Lee Chew document. Ask students to think about the focus questions: Why did Lee Chew enter the laundry business? and What does his account tell you about Chinese workers in America? After students read independently or as a class, share out responses. </p>
<p><strong>Step 6:</strong> Introduce and play Clip 3 (1:11:18-1:17:48). This clip is about the way that politicians in California and nationally helped to whip up a furor over Chinese immigration. Additionally, you can explain:</p>
<ul>
<li>
<p>It’s the 1870s: think about what else is happening in the US-Reconstruction is happening and rapid industrialization is changing the nature of work in the US; Panic of 1873 plunges US into a severe economic crisis that lasts until 1877. </p>
</li>
<li>
<p>For context, by 1880 the Chinese population of U.S. is 105,465 out of a total of 50.1 million (.2%).</p>
</li>
</ul>
<p>Ask students to listen for what language do anti-Chinese immigration groups use to make their arguments. Depending on the level of the students, you may also ask them to listen for "How did a local political issue/problem become a national political issue/problem?"</p>
<p><strong>Step 7: </strong>(Optional) Review the history of Chinese exclusion with your students. Explain that after some debate about how to handle Chinese immigration, restriction is a big winner politically. But the laws come in stages: </p>
<p><em>1875 Page Law </em></p>
<ul>
<li>
<p>Bars entry of Chinese and Japanese prostitutes, felons, and contract laborers (also known as “coolies”) </p>
</li>
</ul>
<em>1882 Chinese Exclusion Act </em><br />
<ul>
<li>
<p>Merchants, teachers, diplomats, students, and travelers are exempt </p>
</li>
<li>
<p>Laborers who were already here were allowed to leave and re-enter, but they had to get a “Certificate of Registration” when they left so that they could get back in </p>
</li>
<li>
<p>That meant that immigration inspectors inspected all Chinese entering and leaving the US • Prevents Chinese from becoming naturalized citizens </p>
</li>
</ul>
<p><em>1888 Scott Act </em></p>
<ul>
<li>
<p>Revokes all reentry certificates, stranding anyone who left intending to return </p>
</li>
</ul>
<p><em>1892 Geary Act </em></p>
<ul>
<li>
<p>Renews 1882 Exclusion Act </p>
</li>
<li>
<p>Requires that all Chinese in the U.S. register with the federal government </p>
</li>
</ul>
<p><em>1924 Johnson-Reed Act </em></p>
<ul>
<li>
<p>Stipulates that aliens ineligible for U.S. citizenship were not permitted to enter the United States </p>
</li>
</ul>
<p><em>1943 Congress finally repeals exclusion laws, grants Chinese the right to become citizens</em> </p>
<p>In summary, Chinese exclusion is the origin of the federal gatekeeping policy and enforcement apparatus for immigration. Before it, immigrants came and went freely. Chinese exclusion ushered in border controls and immigration inspections and the earliest version of the green card. As you’ll see in the final clip, restriction worked . . . for a while. </p>
<ul>
<li>
<p>In 1890 Chinese population of U.S. is 107,488 out of a total of 62.9 million (.002%) </p>
</li>
</ul>
<p><strong>Step 8:</strong> <span style="font-weight: normal;">Introduce and play Clip 4 (Disc 2 c. 41:39-52:37). Explain that this clip is Angel Island and Paper Sons, which reflects both the ways that Chinese restriction was carried out by the U.S. government, and the lengths to which many Chinese went to resist and evade the restriction laws. </span></p>
<p><strong>Step 9:</strong> Pass out the concluding writing prompt to students: Imagine you are a Chinese immigrant in 1890. Write a letter to your best friend from home who wants to know if he should try to evade exclusion laws and come to the United States. What would make a person want to come, and what would encourage him? Students may use examples from the documentary or the documents. </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Becoming American: The Chinese Experience</em>
Description
An account of the resource
In this activity, students watch short clips of the PBS/A Bill Moyers Special production of<em><a href="http://www.pbs.org/becomingamerican/" target="_blank"> Becoming American: The Chinese Experience</a></em> (2003). The documentary clips and accompanying materials cover the arrival of Chinese in California, their work on the transcontinental railroad, the passage of the 1882 Chinese Exclusion Act, and the Angel Island immigration facility. At the end of the activity, students complete a short writing task on whether not to immigrate to the United States from the perspective of a young Chinese man.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Race and Ethnicity
Active Viewing
Chinese Exclusion Act
Chinese Immigration
-
https://shec.ashp.cuny.edu/files/original/c3c79329e8079fe2d5dfd89d9fe11a9d.notebook
a7444d50422c1f9f605efafa827da395
https://shec.ashp.cuny.edu/files/original/bb3247ee35e34ef192fb31f55ce8f8fb.ppt
68267ee84533e438bcce1366c92af6cb
Teaching Activity
Objectives
<p>Students will be able to describe key ideas about the civil rights movement of the 1940s:</p>
<ul><li>
<p>The fight for civil rights happened all over the United States.</p>
</li>
<li>
<p>Ordinary people played an important role in the civil rights movement.</p>
</li>
<li>
<p>The need for labor led to conflict between black and white workers over jobs, housing, and transportation.</p>
</li>
<li>
<p>City, state, and federal governments began to pass laws banning discrimination.</p>
</li>
</ul><p>Students will be able to match specific information in a secondary source with broader categories and concepts. Â </p>
<p>Students will be able to write explanatory text that summarizes a series of historical events. </p>
Materials
1841, 1840, 1842, 2034
Lesson Plan Text
<p><strong>Preparation:</strong> To prepare materials for this activity, teachers should print out and cut apart a set of cards for each student or group of students in the class. The teacher may want to print the cards on cardstock and/or laminate materials for durability. There are 14 event cards and corresponding "who", "what", and "where" mini-cards. The teacher may wish to reduce the number of event cards depending on ability of students or time allotted. Â </p>
<p><strong>Step 1:</strong> Ask students to think about basic rights--what should a person in the United States be able to do? List the rights on the board: i.e., get hired for any job they are qualified for; live any place they can afford; vote if they meet age and citizenship requirements; eat in any restaurant they choose; sit anywhere they want at the movies; etc. After brainstorming some of these concepts, tell students that they will be looking at how African-American activists in the 1940s worked to gain those rights. </p>
<p><strong>Step 2:</strong> Review the "what" mini-cards representing fair housing; voting; fair employment; and segregation in public places so that students understand what each symbol represents. Then show the map and review the four shaded regions that are represented on the "where" mini-cards: Northeast, South, Midwest, and West. </p>
<p>Have a student select one event card from the deck and read it aloud. Ask the group for answers to the "who", "what", and "where" categories. Demonstrate that they will need to fill in the "who" on the blank line provided. </p>
<p>Divide students into small groups of 3-6 students. Hand out complete decks of event cards and sets of mini-cards to each group. Ask the students to work together in their groups to add the who, what, and where mini-cards to each event card. Allow time for students to work. </p>
<ul><li>
<p>The teacher can differentiate the activity by giving some students fewer cards. </p>
</li>
</ul><p><strong>Step 3:</strong> After students have completed their decks of cards, ask for volunteers to summarize the event and who/what/where details for each card. As they do, mark each location on the map (in Smartboard, if using) and note recurring themes in the events such as:</p>
<ul><li>
<p>The significance of World War II for creating conditions for conflict between black and white workers but also opportunities for black workers to make demands for equal treatment.</p>
</li>
<li>
<p>The gradual nature of the demands</p>
</li>
<li>
<p>The mixture of local direct action campaigns and federal court cases</p>
</li>
<li>
<p>The involvement of young people</p>
</li>
<li>
<p>When activism failed or succeeded</p>
</li>
<li>
<p>The geographic diversity of the movement and how demands were similar or different in different parts of the country</p>
</li>
</ul><p>Pass out the graphic organizer and review the four historical understandings on it. Ask students to review their cards and find examples of events that match each of the four historical understandings, making notes of those events in the space provided. Some events may match more than one historical understanding. </p>
<p><strong>Step 4:</strong> (Optional) Post or pass out one of the following writing prompts (also included in list of materials):Â </p>
<p>LETTER</p>
<p>It is a few years after World War II. You are an African American living in the United States. Your older brother joined the army back in 1942 and is now stationed overseas in Europe, where there is no legal racial segregation. On days off, black and white soldiers can eat together at restaurants, go to any movie theater or club, and sit anywhere on the local trains and busses. Your brother will be returning home soon and wants to know whether or not conditions have improved for African Americans. Specifically, he wants to know:</p>
<ul><li>
<p>Where are civil rights activists having success in fighting segregation?</p>
</li>
<li>
<p>Who is supporting their efforts and who is opposing them?</p>
</li>
<li>
<p>What effect has World War II had on race relations between whites and blacks in the United States?</p>
</li>
</ul><p>Write a letter to your brother in which you answer his questions and describe your own role in the civil rights activism of the 1940s. Â </p>
<p>PARAGRAPHS</p>
<p>Organize your cards by <span style="text-decoration:underline;">what</span> was being demanded (Jobs, Access to Public Places, Voting, Housing) What patterns do you see in this arrangement of cards by what? Write a paragraph using your own words to explain the patterns you see in the cards. You must write a topic sentence and provide at least three supporting details from the cards. </p>
<p>Organize your cards by <span style="text-decoration:underline;">where</span> the events took place. (North, South, Midwest, West). What patterns do you see in this arrangement of cards by where? Write a paragraph using your own words to explain the patterns you see in the cards. You must write a topic sentence and provide at least three supporting details from the cards. <br /><br /><strong>NOTE: </strong>These cards can be used to help open up discussions of various aspects of civil rights activism. For example, you could have students identify all of the cards that mention World War II and ask them to consider why that event might have played a role. You could also ask students to find all of the cards where the effort failed as a way of looking at why activism doesn't always succeed. Or you could prompt students to sort the cards based on where the activism was seeking change (e.g., courts, local government, federal government, local business, etc.) as a way of helping them understand the range variety of avenues that activists use to bring about social change.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
The Movement Before the Movement: Civil Rights Activism in the 1940s
Description
An account of the resource
In this activity, students read cards about various civil rights protests and events during the 1940s. For each event, students match the issue (voting rights, fair employment, fair housing, or segregation in public places) at stake, identify the key people involved and what region of the country it took place in. After students have completed all the cards, an optional writing task asks students to synthesize the historical content by writing a letter to a relative serving overseas describing the efforts of civil rights activists in the 1940s. There is some assembly of materials required for this activity. This activity has optional Smartboard elements but can be completed without a Smartboard.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Civil Rights and Citizenship
Social Movements
Group Work
Interactive Knowledge Building
Smartboard
Social Movements
World War II
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to identify who organized the Montgomery Bus Boycott and who participated in it. </p>
</li>
<li>
<p>Students will analyze the reasons why the bus boycott lasted so long and why it was successful. </p>
</li>
<li>
<p>Students will evaluate the importance of political organization and participation by ordinary people to effect social change. Â </p>
</li>
</ul>
Materials
970, 1831, 1829, 587, 1832, 1834
Lesson Plan Text
<p><strong>Step 1: </strong>Tell students that they will be looking at how the black community of Montgomery, Alabama supported and organized a year-long boycott to protest unfair treatment of black riders in the Jim Crow South. Students will watch a film clip and then analyze primary source documents to determine why the boycott lasted as long as it did. </p>
<p>Explain what has happened in the film before the clip:</p>
<ul><li>
<p>From <em>Brown vs. Board of Education</em> to the case of Emmett Till, African Americans across the South grew outwardly discontented with segregation and the hostile (sometimes violent) attacks imposed upon them by white Americans.</p>
</li>
<li>
<p>Acts of personal courage had taken place on public transportation (i.e., Claudette Colvin, 15-year-old student at Booker T. Washington High School in Montgomery, refused to give up her seat 9 months before Rosa Parks, a secretary of the Montgomery chapter of the NAACP).</p>
</li>
<li>
<p>Organizing groups like the Women's Political Council of Montgomery had documented unfair treatment of blacks on busses. </p>
</li>
<li>
<p>Activists had determined that a boycott of a city transportation system was a good opportunity to launch a campaign for fair and equal treatment in public spaces. </p>
</li>
</ul><p><strong>Step 2:</strong> Pose to students the following preview question to listen for as they watch the clip:</p>
<div>
<ul><li>
<p><em>Who participated in the Montgomery bus boycott? And how did they organize to meet the challenges of the boycott?</em> Â </p>
</li>
</ul><p>Play clip (Chapter 6; 32:16-42:01). After viewing, share out responses to the preview questions and follow up by asking:</p>
</div>
<div>
<ul><li>
<p><em>In what ways did group solidarity play a role in sustaining the bus boycott? </em></p>
</li>
</ul><p><strong>Step 3:</strong> Divide students into mixed-ability groups of five. Pass out a packet of the five primary sources to each group and a copy of the graphic organizer to each student. In their groups, working independently or as a whole, students should analyze each source for evidence that helps us understand why the bus boycott lasts so long. (If students work independently on one document, they should then share their document and the evidence they found with their group members.) Students should categorize their evidence according to the graphic organizer: evidence of intolerable conditions on the busses, strong organization by activist leaders, and/or community support. </p>
</div>
<p>After students have gathered evidence from all the documents, they should independently respond to the writing prompt, citing evidence from the graphic organizer to support their answers. </p>
<div>
<ul><li>
<p><strong>Writing Prompt:</strong> Using evidence from the chart you filled in, write a paragraph explaining why the bus boycott lasted so long.</p>
</li>
</ul><p>Â </p>
<p>Â </p>
<p>Step 4: <span style="font-weight:normal;">(Optional)<span style="font-weight:normal;"> Have students share out responses from their essays. Conclude with discussion of the following:</span></span></p>
<p>Â </p>
</div>
<div>
<ul><li>
<p><em>What does the Montgomery Bus Boycott tell us about the ability of ordinary people to affect the political process? What are the opportunities and limitations for ordinary people to influence the political process? </em></p>
</li>
</ul></div>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Eyes on the Prize</em> "Awakenings"
Description
An account of the resource
In this activity students analyze the reasons why the Montgomery Bus Boycott lasted so long and was successful. Students watch a short clip from the PBS documentary <em><a href="http://www.pbs.org/wgbh/amex/eyesontheprize/" target="_blank">Eyes on the Prize</a></em> about the Montgomery Bus Boycott. Then students analyze primary sources to determine who participated in the boycott, who organized it, and what challenges boycott supporters faced. The teacher will need access to the film<em> Eyes on the Prize</em>, which is widely available in school and public libraries.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and LearningÂ
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
Active Viewing
Boycotts
Group Work
-
Teaching Activity
Objectives
<ul><li>
<p>Students will understand how waging a "total war" altered the nature of American society.</p>
</li>
<li>
<p>Students will read, write, listen, and speak for critical analysis and evaluation.</p>
</li>
<li>
<p>Students will understand the effects of World War II at home.</p>
</li>
</ul>
Materials
1217, 1192, 1189, 1216, 1190, 1191, 1144, 1193, 1194, 1195, 1196, 1199, 1198, 1201, 1197, 1202, 1200, 1203, 1204, 1827
Historical Context
<p>Propaganda was one of many weapons used by many countries during World War II, and the United States was no exception. From posters to films and cartoons, the federal government used propaganda not only to buoy the spirit and patriotism of the home front, but also to promote enlistment in the military and labor force. Several government agencies were responsible for producing propaganda, with the largest being the Office of War Information (OWI), created in 1942. The OWI created posters, worked with Hollywood in producing pro-war films, wrote scripts for radio shows, and took thousands of photographs that documented the war effort. Worried by the increase in government sponsored propaganda, academics and journalists established the Institute for Propaganda Analysis. The Institute identified seven basic propaganda devices: Name-Calling, Glittering Generality, Transfer, Testimonial, Plain Folks, Card Stacking, and Band Wagon. [For more on the IPA and the seven devices, please see http://www.propagandacritic.com/] All of these devices were used during the war. In this activity, students will analyze World War II posters, examining the different techniques and themes used by the OWI and other branches of government.</p>
Lesson Plan Text
<p><strong>Step 1: Poster Analysis</strong></p>
<p>Before the lesson begins, the teacher should prepare packets of posters for each nation: United States, Great Britain, Nazi Germany, and Soviet Union. </p>
<p>Divide students into small groups of 3-4 students. Assign each group one of the four nations and pass out the packets to the appropriate groups. Each student should choose one poster from the packet to analyze, using the Poster Analysis Worksheet. </p>
<p>After individually analyzing posters, the groups should reconvene. Each group member should present their poster to their group members. After presentations, group members should discuss how they feel the posters work together: Is there a common theme? Are there common images? What aspects of the posters make them propaganda?</p>
<p><strong>Step 2: Essay Writing</strong></p>
<p>After the group discussion, students should individually write an essay about the posters. The teacher may choose one assignment from the list below or allow students to choose from among the options; the teacher may also differentiate the lesson by varying which assignment is given to each student:</p>
<p>Â </p>
<ul><li>
<p>Compare and contrast two or more posters</p>
</li>
<li>
<p>Visual essay: pull together different images to tell a story; text should bridge the posters together</p>
</li>
<li>
<p>Responsive essay: elaborate on the emotions (anger, sadness, pride, etc.) that the poster(s) evoke</p>
</li>
<li>
<p>Historial writing: Historically contextualize the poster: Is there a particular event or person the poster refers to? What makes this a World War II poster? (Requires additional research)</p>
</li>
<li>
<p>Point of view writing: Pretend you are a person in the poster; what story do you want to convey?</p>
</li>
<li>
<p>Fiction writing: Make up a narrative describing the events leading up to or following the scene depicted in the poster</p>
</li>
</ul><p>Â </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Propaganda and World War II
Description
An account of the resource
In this activity, students compare World War II propaganda posters from the United States, Great Britain, Nazi Germany, and the Soviet Union. Then students choose one of several creative or analytical writing assignments to demonstrate what they've learned.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Group Work
Interdisciplinary
Lessons in Looking
Making Connections
World War II
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will read an interpret texts in a variety of genres (poetry, novel, essay, interview, speech) by drawing on their experiences and their interactions with other readers.</p>
</li>
<li>
<p>Students will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. </p>
</li>
<li>
<p>Students will examine the contributions of writers. </p>
</li>
</ul>
Lesson Plan Text
<p><strong>Note: </strong>For this activity, we recommend that students choose from among the following works of literature and poetry. Except where linked to an outside source, the works are all available <a href="http://www.amazon.com/Heath-Anthology-American-Literature-Vol/dp/061810920X/ref=sr_1_1?ie=UTF8&s=books&qid=1304090453&sr=8-1" target="_blank"><em>The Heath Anthology of American Literature, Vol. II</em></a> (Houghton Mifflin, Fourth Edition, 2001). (Page numbers given are from Vol. II.) </p>
<ul>
<li>
<p>Langston Hughes, "I, Too" (p. 1605)</p>
</li>
<li>
<p>Rosario Morales and Aurora Levins Morales, "Ending Poem (Child of the Americas) (P. 3146)</p>
</li>
<li>
<p>Gish Jen, "Mona in the Promised Land" (p. 2982)</p>
</li>
<li>
<p>Paul Lawrence Dunbar, "We Wear the Mask" (p. 174)</p>
</li>
<li>
<p>James Baldwin, "My Dungeon Shook: A Letter to My Nephew on the One Hundredth Anniversary of the Emancipation" (<a href="http://www.valdosta.edu/~cawalker/baldwin.htm" target="_blank"><span style="color: #000000;">Link</span></a>)</p>
</li>
<li>
<p>Richard Rodriguez, "Hunger of Memory" (excerpt) (p. 2593)</p>
</li>
<li>
<p>Sherman Alexie, "Indian Education" (<a href="http://www.scribd.com/doc/8267735/Indian-Education" target="_blank"><span style="color: #000000;"><span style="color: #000000;">Link</span></span></a>)</p>
</li>
</ul>
<ul>
<li>
<p>Jose Martí, "Our America" (p. 879)</p>
</li>
</ul>
<p><strong>Step 1: Choosing a Piece of Literature</strong></p>
<p><strong></strong> Allow students to individually browse the literary pieces and choose ONE piece of writing on which to concentrate. After students have chosen their literature, divide students into small groups of 3-5 students. In each group, aim to have a variety of literature pieces representative, though it is okay if more than one student is reading the same work. Not all pieces of literature have to be represented in each group.</p>
<p><strong>Step 2: Analyzing the Documents</strong></p>
<p>Have students read their selected literary pieces and then write a brief reflection about the work. In their writing, students should focus on the following:</p>
<ul>
<li>
<p>What key words stand out for you? Why?</p>
</li>
<li>
<p>What are the recurring themes?</p>
</li>
<li>
<p>What do you feel the writer is expressing in this work?</p>
</li>
<li>
<p>What literary techniques (repetition, imagery, metaphor, rhyme, subject matter, personifications, etc.) are used by the writer?</p>
</li>
<li>
<p>What observations or insights do you have about the selection? </p>
</li>
</ul>
<p><strong>Step 3: Presenting the Literary Texts</strong></p>
<p>Have students present their selections to the members of their groups. They should share why they chose the piece they did, and share their thoughts raised in Step 2. </p>
<p>Then groups should discuss the following:</p>
<ul>
<li>
<p>What similarities or differences do you notice in the selections?</p>
</li>
<li>
<p>What can we learn about race from them?</p>
</li>
</ul>
<p><strong>Step 4: Creating a Literary Piece about Race</strong></p>
<p>Have each group create a found poem by selecting key words and phrases from the original texts and their writings that incorporates their understandings about race. </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Exploring Race Through Literature
Description
An account of the resource
Diverse literary texts provide opportunities for making connections about race and hearing multiple voices and perspectives. In this activity, students read literature and poetry from different American writers, reflecting on the meaning and experiences of race in the United States. Due to copyright restrictions, we cannot reproduce the texts here, but the instructions below include anthologies and links to online sources where the texts can be printed out.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Subject
The topic of the resource
Race and Ethnicity
Interdisciplinary
Literature in the History Classroom
Making Connections
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will be able to describe the benefits and drawbacks of mill work for young women in the 1830s.</p>
</li>
<li>
<p>Students will be able to analyze the reasons why some mill workers decided to go on strike in 1836. </p>
</li>
</ul>
Materials
1814, 1474
Historical Context
When the first American factories were built in places such as Lowell, Massachusetts, many of the workers were young women. <em>Daughters of Free Men</em> is about the women who worked in America’s first factories—where they came from, their lives and labor in the mill towns, and how they struggled to maintain their independence in a new world of opportunity and exploitation. Lucy Hall is a composite character based on the writing of several Lowell mill workers.
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that they are going to watch a film about Lucy, a young woman who lived in New England in the 1830s. As they watch the film, they will make predictions about what Lucy will decide to do next. </p>
<p>Pass out the Active Viewing worksheets for Daughters of Free Men. Read aloud the description at the top. Play Clip 1 (1:35-4:02) and ask students to read the choices and mark what they think Lucy will do next. Then students should write predictions for what they think the consequences of Lucy's decision will be. </p>
<p><strong>Step 2:</strong> Play Clip 2 (4:10-4:50) to see Lucy's decision. Have students complete the next question on their worksheets: Would this decision process have been different if Lucy had brothers who wanted to work?</p>
<p><strong>Step 3:</strong> Play Clip 3 (13:45-16:02). As they watch, students should complete the chart about the differences between the hours and types of work on farms and in factories. After the clip, students should make a prediction about what Lucy will do--return to the farm, stay in Lowell, or move to another city.</p>
<p><strong>Step 4:</strong> Play Clip 4 (16:45-17:35). After viewing, students should make predictions about what Lucy will do about the Lucinda Perry's rule-breaking. Then Play Clip 5 (17:35-18:20) and ask students to predict the consequences of Lucy's choice.</p>
<p><strong>Step 5:</strong> Play Clip 6 (18:34-22:24). Ask students to decide what they think Lucy SHOULD do, based on the circumstances in Lowell described in the film. Then ask students to predict what they think Lucy WILL do. </p>
<p><strong>Step 6:</strong> Play the final clip (22:24-26:03). After completing the film, discuss with students the conditions that led to the strike and their reflections on Lucy's final decision. </p>
Activity Extension
Pass out copies of the <em>Daughters of Free Men</em> Viewer's Guide and read some or all out loud. Alternatively, divide students into groups and have each group read one section of the Viewer's Guide and share out with the class.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Daughters of Free Men</em>
Description
An account of the resource
In this activity, students watch short clips of the ASHP documentary <em><a href="http://ashp.cuny.edu/ashp-documentaries/daughters-of-free-men/" target="_blank">Daughters of Free Men</a></em> to learn about the experiences of Lowell mill girls in the 1830s. Students follow the life of Lucy, a young girl working in Lowell in 1836. After each clip, students reflect on what they have just learned and predict what Lucy will do next.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1474
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Gender and Sexuality
Labor Activism
Work
Active Viewing
Group Work
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will analyze how changing working conditions and decreasing pay led to strikes in the 1830s.</p>
</li>
<li>
<p>Students will dramatize the conflict between factory owners and factory workers over changing working conditions and pay. </p>
</li>
</ul>
Materials
1818, 1820, 1824, 1822, 1807, 1816, 1843
Historical Context
A group of Boston capitalists built a major textile manufacturing center in Lowell, Massachusetts beginning in the 1820s. The first factories recruited women from rural New England as their labor force. These young women, far from home, lived in rows of boardinghouses adjacent to the growing number of mills. The industrial production of textiles was highly profitable, and the number of factories in Lowell and other mill towns increased. More mils, however, led to overproduction, which led to a drop in prices and profits. Mill owners reduced wages and speeded up the pace of work. They also raised the rent for their boardinghouses. The young female operates organized to protest these wage cuts in 1834 and 1836.
Lesson Plan Text
<p><strong>Step 1:</strong> Divide the group into four equal groups: one group to play the factory owner, one group to play a girl who wants to go on strike, one group to play a girl who does not want to go on strike, and one group to play the talk show host. Pass out copies of the To Strike or Not to Strike worksheet describing the situation and go over the parts of the role play carefully.</p>
<p><strong>Step 2:</strong> Pass out copies of the character planning worksheets to every student, as well as the primary and secondary documents. In their character groups, students review the readings and select evidence and information they wish to include in the talk show role play. Students should consider the arguments and evidence the character would use, and how he/she would counter the arguments of the other characters. The talk show host groups should also plan for what kinds of questions they will ask the other characters. </p>
<p><strong>Step 3:</strong> Each group should choose one member to perform the role play for the class. Pass out copies of the Scene Assessment Rubric to the non-performing members of the class and go over directions for completing it as they actively listen to the role play; as students watch the talk show, they should take notes about the main points of each character and the sources the actors used to create their dialogue. </p>
<p>The designated characters present the role play to the class. </p>
<p><strong>Step 4:</strong> After concluding the role play, lead discussion of following points:</p>
<ul>
<li>
<p>How did factory work benefit the girls? <em>(got them off the farm, gave them autonomy, positive supervision of boardinghouses, own wages, education, cultural opportunities with other workers)</em></p>
</li>
<li>
<p>In what ways was factory work not a benefit to the girls? <em>(wage cuts, boardinghouse rent raises, strict schedule and rules, loss of independence--being "a slave", danger/discomfort of factory work)</em></p>
</li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
To Strike or Not to Strike in 1830s Lowell: A Role Play
Description
An account of the resource
In this activity students perform a role play of a talk show between Lowell workers and factory owners. To research their characters, students analyze primary sources. This activity is used to teach with the film Daughters of Free Men, but can be completed without the film.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Labor Activism
Work
Group Work
Lowell
Role Play and Debate
-
https://shec.ashp.cuny.edu/files/original/slum-or-hood_a602a388ef.notebook
b418a5cee991d6e29e727588e986db2d
Teaching Activity
Objectives
<ul><li>
<p>Students will evaluate the bias and accuracy of depictions of Five Points and its residents.</p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.7. Integrate visual information with other information in print and digital texts.</p>
</li>
<li>
<p>RHSS.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.</p>
</li>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
</ul>
Materials
1229, 1713, 641, 1791, 1792, 1793, 1794, 1795, 1796
Historical Context
<p>In general, the only work in the New World open to Irish men was unskilled, temporary, and often heavy. After the mid 1840s, Irish immigrants dominated day labor in most coastal towns and cities and formed the majority of workers on canals, railroads, and other construction projects. A visiting Irish journalist remarked in 1860, "There are several sorts of power working at the fabric of this Republic: water-power, steam-power, horse-power, Irish-power. The last works hardest of all."</p>
<p>Young Irish women did more than their share of heavy work. With more Irish women than men arriving in the United States and most families needing the labor of all their members, few women arriving from Ireland could afford the luxury of leisure. </p>
<p>Economic hardship was widespread among Irish immigrants. Extreme poverty sometimes forced immigrants to turn to petty crime to survive. Families lived in increasingly crowded and decaying neighborhoods. Boston's North End was one such place. New York's Five Points was another. Middle class observers, who often toured such neighborhoods to gape in wonder at the lower classes or sought to deliver relief in the form of charity or religious sermons, were shocked and offended by life in Five Points. Many conflated the terrible conditions of poverty with moral failings on the part of the neighborhood's residents. </p>
Lesson Plan Text
<p><strong>Note:</strong> Each of the primary sources in this activity includes an analysis worksheet. The teacher can differentiate the activity by giving the analysis worksheets only to lower level students, or by giving higher-level students versions of the text documents without text supports. </p>
<p><strong>Step 1: </strong>Tell students that in this activity they will consider how different types of evidence produce different views of the same event or place. They will look at images, census records, and travel narratives about the Five Points in the 19th century. Then students will decide whether the evidence shows Five Points as a neighborhood or a slum. In this activity, they will look at the immigrant neighborhood Five Points and how it was portrayed in various 19th century images and texts. </p>
<p>Pass out and/or project "New York State Census Page of Five Points, 1855." Discuss</p>
<ul><li>
<p>What impression of the Five Points neighborhood do you get from this census page?</p>
</li>
<li>
<p>Is this an insider or outsider point of view?</p>
</li>
</ul><p><strong>Step 2:</strong>Â Tell students that they will now look at how different visitors and observers of the Five Points depicted it during the 19th century.</p>
<p>Divide students into pairs or groups of three. To each group, pass out the four additional documents and analysis worksheets (if using). Ask each group to choose one text and one image to focus on. They should carefully examine the document and complete the analysis worksheet. </p>
<p>Before moving onto the next step, the teacher may want to go through documents as a whole, asking groups to share out what they noticed from the documents they chose. </p>
<p><strong>Step 3:</strong> If using Smartboard, project Slide 6 "Neighborhood or Slum?". Ask for volunteers to slide each document to one side or the other, depending on how it depicts the neighborhood, or somewhere in between if it presents evidence of Five Points as both slum and neighborhood. </p>
<p>If not using Smartboard, replicate by making a "spectrum" on the board by drawing a horizontal line and writing "neighborhood" on one end and "slum" on the other. Have students tape printouts of the documents along the line. Â </p>
<p>Conclude by discussing what kinds of biases the different sources include (or do not include). Ask students what additional sources can help us understand Five Points better (census records, archaeological evidence, first-person accounts from people who lived in the neighborhood). </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Neighborhood or Slum? Snapshots of Five Points, 1827-1867
Description
An account of the resource
In this activity, students look at census records from antebellum Five Points and compare them to depictions of the neighborhood and its residents. Students will evaluate whether observers described Five Points as a neighborhood or slum. The activity includes a Smartboard file, but can be completed without this technology.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Common Core Reading
Delving into Data
Five Points
Group Work
Irish Immigration
Lessons in Looking
Smartboard
Using Political Cartoons
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe the causes and consequences of Lincoln's Emancipation Proclamation. </p>
</li>
</ul>
Materials
820, 833
Historical Context
<p>Once the shooting war began, President Abraham Lincoln insisted that the U.S. government was fighting to preserve the Union. He did not want to risk losing the support of four slave states fighting on the Union side: Delaware, Kentucky, Missouri, and Maryland. Consequently, Lincoln went to great lengths to assure loyal slaveholders in these states that the key northern war aim was "union," and not "freedom" (the abolition of slavery).</p>
<p>But radicals in his own party, abolitionists, and almost everyone in the African-American community in the North wanted to turn the war for union into a crusade for freedom. The issue was not secession, they argued, but slavery or freedom. Abolitionists and Radical Republicans--an influential congressional minority in Lincoln's own party--saw things differently. They scoffed at the idea that Lincoln could preserve the Union without destroying slavery. Slavery, they contended, was precisely the issue that divided the Union into two nations. </p>
<p>They also emphasized that the slave gave the South a crucial advantage: slaves did the work of feeding and clothing the Confederate Army, thus freeing white southerners for military duty. Consequently, if freedom became the North's war aim, the military advantage would shift from the Confederacy to the Union. Slaves would become a military asset for the North if they were granted freedom, since they would now have every incentive to sabotage southern production and/or run away to the Union side. </p>
<p>Lincoln and his generals eventually saw the military wisdom of the Radical Republicans' argument for freedom as a war aim. Two factors accounted for their shift: 1) slaves forced the issue, particularly in Virginia, by escaping in increasing numbers to northern lines; and 2) the North suffered staggering military defeats in the first two years. </p>
Lesson Plan Text
<p><strong>Step 1:</strong> Introduce the documentary. Explain that at this point in the film, the South has seceded in the wake of Lincoln’s election and the Civil War has begun. In the North, there is a debate going on about Union war aims. Meanwhile, in the South, enslaved African Americans are running into Union army camps. </p>
<p>Ask the preview focus question for <span style="text-decoration:underline;">Clip 1 Preserving the Union</span> (12:10-16:52):</p>
<ul><li>
<p>Why did Union generals return fugitive slaves to their Confederate owners?</p>
</li>
</ul><p><em>Possible responses: Lincoln’s priority was to preserve the union, not free the slaves; he did not want to lose the support of slave-holding border states who had supported the Union; personally opposed slavery but did not think that the North would fight for this cause.</em></p>
<p>Show Clip 1, and then discuss responses, and follow up by asking:Â </p>
<ul><li>
<p>Who challenged Lincoln’s decision to prioritize “preserving the Union†over emancipating the slaves? How? </p>
</li>
</ul><p><em>Possible responses: Republicans, by exercising political pressure in Congress and the press; Contraband slaves by continuing to flee into Union camps and offer their services; some Union generals by defying policy and not returning slaves </em></p>
<p><strong>Step 2:</strong> Introduce the second clip: Lincoln is not willing to make emancipation a goal of the war, but it starting to think about what will happen if and when slaves are freed. So in the summer of 1862 he invites free black leaders to come to meeting at the White House to discuss his ideas. </p>
<p>Give the preview focus question for <span style="text-decoration:underline;">Clip #2 Colonization, “An Old Schemeâ€</span> (19:45-21:59): </p>
<ul><li>
<p>Ask half the room to listen for: what was Lincoln SAYING about the problem of emancipating enslaved people? </p>
</li>
<li>
<p>Ask half the room to listen for: how do you think Lincoln was FEELING about the problem? </p>
</li>
</ul><p><em>Possible responses: Lincoln SAID that northern racism was forcing his hand, and that he saw no other option than voluntary colonization outside of the US; Lincoln may have been FEELING guilt, embarrassment, pressure, sadness, frustration, and also may have felt some prejudice against African Americans. </em></p>
<p>Show Clip 2, and then discuss responses, and follow up by asking:Â </p>
<ul><li>
<p>How did free black leaders respond to Lincoln’s colonization idea, and do you think they influenced Lincoln in any way? </p>
</li>
</ul><p><em>Possible responses: free black leaders expressed their strong disapproval of colonization, saying that it was hypocritical and insulting to African Americans who had as much right to stay here as white people.</em></p>
<p><strong>Step 3:</strong> Introduce the third clip by having a brief discussion about manpower and war. </p>
<ul><li>
<p>What kind of manpower (and woman power) do you need to wage and win wars? </p>
</li>
<li>
<p>What manpower did the North have? </p>
</li>
<li>
<p>What manpower did the South have? </p>
</li>
</ul><p>Then give the preview focus question for <span style="text-decoration:underline;">Clip #3 A Military Necessity?</span> (22:00-24:47):Â </p>
<ul><li>
<p>What was the military situation in 1862? </p>
</li>
</ul><p>Show Clip 3, and then discuss responses, and follow up by asking: Â </p>
<ul><li>
<p>How does the military situation change Lincoln’s view of the war aims? </p>
</li>
</ul><p><em>Possible responses: Confederate war effort is dependent on slave labor; Union is suffering military losses, and recruitment issues; by freeing slaves will undermine the Confederacy and bolster the Union side. </em></p>
<p><strong>Step 4:</strong> Hand out copies of the Emancipation Proclamation (excerpt). Have students read it on their own once. Then, read it slowly to the group, and ask students to:Â </p>
<ul><li>
<p>Write a “M†next to words or phrases having to do with the military. </p>
</li>
<li>
<p>Write a “CR†next to words or phrases having to do with civil rights. </p>
</li>
</ul><p>Show map of Civil War showing four slave-holding border states that remained loyal to the Union: Maryland, Delaware, Kentucky, and Missouri. </p>
<p>Discuss:Â </p>
<ul><li>
<p>According to the Emancipation Proclamation, who is now “forever free� <em>Roughly 3.5 million slaves in rebel states </em></p>
</li>
<li>
<p>Who is not free? <em>Roughly ½ million Slaves in Union border states </em></p>
</li>
<li>
<p>How did the Emancipation Proclamation take effect in rebel states? <em>Since the Confederacy still controlled the South, the Emancipation Proclamation was impossible to enforce, which is why some people say that the Emancipation Proclamation did not free a single slave. </em></p>
</li>
<li>
<p>How did the Emancipation Proclamation actually change the lives of enslaved Americans? <em>By once and for all providing legal and military guarantee of freedom, it motivated thousands of slaves to run away from their owners, and join the Union war effort as laborers, scouts, spies, nurses, cooks, and soldiers. </em></p>
</li>
</ul><p><strong>Step 5:</strong> <span style="font-weight:normal;">Introduce clip 4. Explain that by early summer of 1862, Lincoln was already working on a draft of the Emancipation Proclamation but decided to follow the advice to wait until a Union victory. This came on September 17, 1862 - the bloodiest day in American history. Nearly one of every four soldiers engaged was a casualty: killed, wounded, or captured. The Battle of Antietam, though not a stunning victory, did reverse the fortunes of the Rebels, and Lincoln considered it sufficient for his purpose. He issued the Proclamation five  days after the battle, though it was not signed into law until January 1, 1863. In this last clip, we watch a recreation of this dramatic moment and then hear different scholars explain what they thought was significant. </span></p>
<p>Give the preview focus question for <span style="text-decoration:underline;">Clip #4: Emancipation Proclamation Becomes Law</span>Â (42:16-48:42):</p>
<ul><li>
<p>What adjectives do the historians use to describe the EP? </p>
</li>
</ul><p><em>Possible responses: “dull†“legal†“effective†“justiceâ€.</em></p>
<p>Show Clip 4, and then discuss responses, and follow up by asking:Â </p>
<div>
<ul><li>
<p>Based on the discussion so far, are there any additional adjectives or ways of describing the Emancipation Proclamation that should be added?</p>
</li>
</ul><p><strong>Step 6:</strong>Â <span style="font-weight:normal;">To conclude, ask the class to summarize:Â </span></p>
<ul><li>
<p>What were the different political, moral, and military factors that shaped Lincoln’s decision about how and when to free the slaves? </p>
</li>
</ul><p>Another option would be to divide the class in three sections and have one section summarize political factors, another moral factors, and another military factors, and then share out.</p>
</div>
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
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Active Viewing: <em>Abraham and Mary Lincoln: A House Divided</em>
Description
An account of the resource
<em>PBS American Experience’s Abraham and Mary Lincoln: A House Divided</em> is a 6 episode mini-series available as a 3 DVD set. The following activity focuses on the causes and consequences of Lincoln’s Emancipation Proclamation through an active viewing of <em>Episode 4: The Dearest of All Things</em> (Disc 2). There is a companion website to the series, <em><a href="http://www.pbs.org/wgbh/amex/lincolns/" target="_blank">The Time of the Lincolns</a></em>, that contains a Teacher’s Guide, primary sources, and episode transcripts.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2011.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
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2011
Coverage
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Civil War and Reconstruction (1861-1877)
Subject
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Slavery and Abolition
Active Viewing
Civil War
Emancipation