1
10
8
-
https://shec.ashp.cuny.edu/files/original/the-immigrant_5c0416b15f.ppt
e55a2ed7d0871176fd4acf58a5a853f1
https://shec.ashp.cuny.edu/files/original/5640dc0c003f3837fb5538d0db464f6e.notebook
b61461a73cd67f937be5c1dc3df023cd
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe different viewpoints for and against immigration restriction during the early 20th century.  </p>
</li>
<li>
<p>Students will cite evidence from primary sources.</p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
</ul>
Materials
649, 648, 1861, 1863, 1868, 1867, 1865, 1872, 1874, 1875, 1876, 1877
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 designated for elementary students. </p>
<p><strong>Step 1:</strong> Project the cartoon "The Immigrant." The Power Point file contains successive slides for bringing up each of the figures one by one. The Smart Notebook file is also set up to allow you to look at one character at a time. If not using Power Point or Smartboard, ask students to focus in on one part of the cartoon at a time (teachers can facilitate this by asking students to make "viewfinders" or lenses with their hands to block out other parts of the image). If not using Power Point, the teacher may want to pass out copies of the cartoon. Â </p>
<p>Begin by focusing on the immigrant and his wife, his luggage, and the ships in the background. With students, discuss:</p>
<div>
<ul><li>
<p>Who is he?</p>
</li>
<li>
<p>Where is he coming from?</p>
</li>
<li>
<p>Where might he be going?</p>
</li>
<li>
<p>What are his motivations for coming to the U.S.?</p>
</li>
</ul><p>One by one, show or focus on the other six figures in the cartoon and discuss what they look like, what their signs say, and what perspective each represents. Â </p>
</div>
<p><strong>Step 2:</strong> Differentiate this step according to the level of the students:</p>
<div>
<ul><li>
<p><em>MS/HS</em>: Divide students into groups of 6. Each group member should choose one of six characters in the cartoon to focus on and use that worksheet to analyze the evidence. All students should receive the other documents. Students should read all of the documents and find quotes/evidence supporting that character's viewpoint and cite it on their worksheets. </p>
</li>
<li>
<p>Elementary: Use the cartoon analysis worksheet to compare "Americans All!-Victory Liberty Loan" and "The High Tide of Immigration." Students are looking for examples of pro- and anti-immigration positions.</p>
</li>
</ul><p><strong>Step 3: </strong>Differentiate this step according to the level of the students:</p>
</div>
<p><em>MS/HS:Â </em></p>
<p>Have each student pick a partner with a character who represents the opposite viewpoint. The students will write a dialogue between their two characters. One character writes a sentence that begins one of two ways, depending on the point of view:</p>
<div>
<ul><li>
<p>I think immigration should be restricted because...</p>
</li>
<li>
<p>I do not think immigration should be restricted because...</p>
</li>
</ul><p>Students complete the sentences using an argument their characters would make and evidence from the documents. Students should pass the paper back and forth, writing sentences responding to each other's points, using arguments and evidence from the document. The teacher should set the number of turns passing the sheet back and forth based on the level of the students. </p>
</div>
<p><em>Elementary:</em></p>
<p>As an extension the the cartoon analysis, students should look through some or all of the additional documents and choose quotes from the text to support the point of view of their image. Differentiate this portion by giving more advance students higher-level text 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
Debating Immigration Restriction: The Ellis Island Era
Description
An account of the resource
In this activity, students consider arguments for and against unrestricted immigration during the Ellis Island era. Students analyze political cartoons, letters, newspaper articles, posters, and other sources, noting evidence in the documents to support the viewpoints of the various figures in the 1903 cartoon "The Immigrant." This activity also includes modifications for low-level readers.
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
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Common Core Reading
Group Work
Lessons in Looking
Reading Supports
Role Play and Debate
Using Political Cartoons
-
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
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will be able to describe the events of the Iran-Contra Affair.</p>
</li>
<li>
<p>Students will analyze the motivations of Reagan Administration officials during the Iran-Contra Affair. </p>
</li>
<li>
<p>Students will appraise U.S. foreign policy in the late Cold War period. </p>
</li>
</ul>
Materials
1584, 1583, 1580, 1579, 1578, 899, 780
Historical Context
<p>Throughout his presidency, Reagan pursued an aggressively anti-Communist foreign policy. Early in his first term, Reagan had authorized a covert CIA operation to overthrow leftist governments in Nicaragua. Radicals known as Sandinistas had overthrown Nicaragua's military dictatorship and were threatening to do the same in El Salvador. The Contras were a coalition of paramilitary groups that opposed the Sandinistas. Fearing the spread of communism in the Western hemisphere, Reagan dubbed the Contras “freedom fighters” and channeled weapons and C.I.A. support to them. Congress remained skeptical, though; in 1984, it passed the Boland Amendment banning U.S. military aid to the Contras. Administration officials did not give up their support of the Contras, however; they merely looked for new sources of funds, other than federal appropriations from Congress, to send to Nicaragua. </p>
<p>National security advisors hatched a plan to fund the Contras with money brought in by the sale of weapons to Iran. Officials also hoped the weapons sales would make Iran more favorable to helping the U.S. negotiate with Islamic radicals who had taken several Americans hostage in Lebanon. The proposed sale of weapons, however, was illegal; the U.S. had passed an embargo and publicly denounced Iran as a state sponsor of terrorism since the Iran hostage crisis in 1979. In order to hide U.S. actions, Reagan officials sold millions of dollars worth of weapons secretly through an intermediary.</p>
<p>The profits from this illegal arms trade, along with other money that was raised secretly from foreign governments, were then used to fund the Contras in their war against Nicaragua’s radical Sandinista government. Several NSC officials went to jail, and much evidence suggested that Reagan had condoned the illegal acts. At the very least, it is clear that he supported the sale of weapons to Iran for the release of hostages and he supported the covert aid to the Contras. No one ever testified that he approved the weapons sales in order to fund the Contras. Although Democratic lawmakers shied away from any effort to impeach the still-popular president, the Iran-Contra Affair nonetheless deprived Reagan of his ability to set the national political agenda for the remainder of his term.</p>
Lesson Plan Text
<p><strong>Step 1:</strong> First review with students the basic tenet of the Monroe Doctrine: that the U.S. has the right to intervene in Latin America in order to protect its interests in the Western hemisphere. Ask students to think of other events in U.S. history where the Monroe Doctrine was invoked. Then review with students what the Iran-Contra Affair was. The teacher may wish to share the background information provided in the historical context section of this activity plan or to review a textbook's account of the events. Enforce the basic definition of the Iran-Contra Affair: The Reagan Administration secretly sold weapons to Iran in order to fund anti-Communist fighters in Nicaragua known as Contras. </p>
<p><strong>Step 2:</strong> Hand out the timeline of the Iran-Contra Affair. Go over the events with students. Ask students to identify which aspects of the timeline reflect Cold War policies and which events indicate the new threat the U.S. faced from Islamic fundamentalists. Reinforce with students that the Iran-Contra Affair happened at a time when the threats to the United States were shifting from the Cold War to terrorism. Ask students to tell which threat in the 1980s seems more pressing, based on what they have learned about the Cold War to that point and what they know about U.S. foreign policy today. Tell students to keep the timeline as reference for the rest of the activity. </p>
<p><strong>Step 3: </strong>Pass out the "Decoding U.S. Foreign Policy" worksheet and the document "Reagan Administration Officials Debate How to Support the Contras." Before reading the document, ask students to note when this document was created and what type of document it is. Ask students to "place" this document on their timeline of the Iran-Contra Affair. </p>
<p><strong>Step 4: </strong>Ask for seven volunteers to read the "script" of the meeting. Before beginning, read the description. The different roles are:</p>
<ul>
<li>
<p>Secretary/Narrator (Reads the time/place/persons present)</p>
</li>
<li>
<p>Robert McFarlane, National Security Advisor</p>
</li>
<li>
<p>George P. Shultz, Secretary of State</p>
</li>
<li>
<p>Caspar W. Weinberger, Secretary of Defense</p>
</li>
<li>
<p>Edwin Meese, Attorney General</p>
</li>
<li>
<p>George H.W. Bush, Vice President</p>
</li>
<li>
<p>Ronald Reagan, President</p>
</li>
</ul>
<p>Now model "decoding" the document with the worksheet. Together, fill out the worksheet, making sure that students know how to answer each part of the worksheet. Before moving on, make sure that students know how this event fits on the timeline and what it tells us about the motivations and thinking of Reagan Administration officials at the beginning of the Iran-Contra Affair. </p>
<p><strong>Step 5:</strong> Divide students into groups of four. The teacher can divide students into groups according to skill level or create mixed-skill level groups. Below are suggested "reading levels" for each document. In their groups, students should read one of the four documents and decode it using a second copy of the worksheet. </p>
<ul>
<li>
<p>Beginning: The CIA Advises Nicaraguans How to Sabotage the Sandinista Government</p>
</li>
<li>
<p>Mid-Level 1: "Big Strong President Reagan" Encourages Sale of Weapons to Iran</p>
</li>
<li>
<p>Mid-Level 2: The Deputy Director of the CIA Advises on the Situation in Nicaragua</p>
</li>
<li>
<p>Advanced: Nicaragua's President Challenges U.S. Intervention in His Country</p>
</li>
</ul>
<p>If working in mixed-skill level groups, students should share out their documents with each other before the next step.</p>
<p><strong>Step 6:</strong> Ask students to share their findings from their documents with the whole class, focusing on their responses in Section III of the worksheet. Project the documents as the students discuss them and place them on the timeline. Possible discussion questions include:</p>
<ul>
<li>
<p>Were the actions of Reagan's administration in the Iran-Contra Affair justifiable? Why or why not? </p>
</li>
<li>
<p>Had Reagan or his administration officials committed illegal acts and should they have been held accountable? Why or why not? </p>
</li>
<li>
<p>What do these documents tell us about U.S. foreign policy during the Cold War? </p>
</li>
<li>
<p>Do these events challenge the assumptions of the Monroe Doctrine? Is the Monroe Doctrine a sound foreign policy? </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
Decoding U.S. Foreign Policy: The Iran-Contra Affair
Description
An account of the resource
In this activity students analyze a timeline and official and unofficial documents that reveal the events of the Iran-Contra Affair. This activity also models the types of questions that can help students analyze foreign policy documents from other events. The activity instructions include suggestions for how to differentiate the activity for students with different reading levels.
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, 2010.
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
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Cold War
Group Work
Iran-Contra Affair
Monroe Doctrine
Reading Supports
Role Play and Debate
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze primary source images and read background texts to determine what life was like for the people who lived in Chinatown.</p>
</li>
<li>
<p>Students will compare the real Chinatown of the people who lived there with the myths and exaggerations created by outside visitors.</p>
</li>
<li>
<p>Students will synthesize their understanding of Chinatown by creating a walking tour that shows what real life in San Francisco's Chinatown was like. Â </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>
</ul>
Materials
1113, 1122, 1041, 1117, 1039, 1042, 1116, 1040, 1114, 1118, 1577
Historical Context
<p>The Chinatown envisioned by tourists in the late 19th century promised exoticism and adventure. They were not there to see the everyday life of the Chinese who lived there. For its residents, however, Chinatown was a home base, a safe place, a living community. The streets were full of familiar people, sounds, colors and smells. Male workers dominated the streets. Occasionally a wealthy merchant with his family might be glimpsed. Children playing outside were safeguarded by the community. In 1906, a devastating earthquake and fire destroyed San Francisco's old Chinatown.</p>
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that visitors to and residents of San Francisco's Chinatown had very different perspectives about the neighborhood in the late 19th century. Â Outsiders saw Chinatown as exotic and adventurous, a place to eat strange foods, to gamble illegally, to have "adventures." Tourism to Chinatown was so common that many visitor's guides were published in the late 19th and early 20th century. But these visitor's guides are flawed: they don't really reflect the real experiences of the people who actually iived in Chinatown! In this activity, students will correct this problem by learning about real people who lived in Chinatown and creating a walking tour of "their" Chinatown. Â </p>
<p><strong>Step 2: </strong>Divide students into small groups of 2-3 students. Â Assign each group one of the following identities and photographs:</p>
<div>
<ul><li>
<p>Woman (Photograph "Chinese Women Relax in Golden Gate Park")</p>
</li>
<li>
<p>Laborer (Photograph "A Chinese Laborer Shields His Face from the Camera")</p>
</li>
<li>
<p>Elite Young Boy (Photograph "Children of High Class")</p>
</li>
<li>
<p>Merchant (Photograph "Customers Shop in a Chinatown General Store")</p>
</li>
<li>
<p>Young Girl (Photograph "The Fish Dealer's Daughter")</p>
</li>
</ul><p>Give each student the Walking Tour pamphlet worksheet. Â Ask students (independently or working in their groups) to analyze their photographs and read the description. They should read and fill out the first page of their planning pamphlet, using the information from the photograph and description.</p>
</div>
<p><strong>Step 3:</strong> Give each group a packet of the following documents. Â Students should go through each document in the packet and record their findings, from their character's point of view, on pages 2-3 of the planning pamphlet. Students should also answer the questions on page 2 about their character's photograph. Â </p>
<ul><li>
<p>Customers Shop in a Chinatown Grocery Store</p>
</li>
<li>
<p>"Street of Gamblers (By Day)</p>
</li>
<li>
<p>"Interior of Chinese Theater"</p>
</li>
<li>
<p>"Chinese Restaurant, San Francisco"</p>
</li>
<li>
<p>Exterior of a Chinese Temple in San Francisco</p>
</li>
</ul><p><strong>Step 4:</strong> When students have finished reviewing the documents, they should plan their walking tour on the last page of the planning pamphlet. Their tours should incorporate texts and at least three images. The teacher should sign off on their plans before giving them art supplies to create a pamphlet. 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
Create a Walking Tour of San Francisco's Chinatown
Description
An account of the resource
In this activity students learn about the people and places, and the social rules that governed them, in San Francisco's Chinatown in the 1800s. Students develop a character based on the real people who lived in Chinatown, and then create a walking tour of what life was really like in "their" neighborhood. Students analyze photographs and read short background texts to gather information for their tours.
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, 2010.
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
2010
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
Chinese Exclusion Act
Chinese Immigration
Common Core Reading
Group Work
Lessons in Looking
Role Play and Debate
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe different contemporary perspectives, reformer and resident, on life in Five Points during the 1850s.</p>
</li>
<li>
<p>Students will choose evidence from different primary and secondary sources to support their interpretation of reformer and resident roles. Â </p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
</ul>
Materials
1506, 1473, 605, 603, 832, 1507
Historical Context
During the 1840s and 1850s, there were no state or federal agencies available to help people with all the problems created by slums; religious groups generally took up that role. Protestant reformers such as Reverend Pease were horrified by the growth of the city's first major slum, Five Points, and saw it as their responsibility to improve poor people's lives. The upper and middle classes, most of whom were native-born Protestants, prided themselves on being different from the poor, and were very critical of Irish Catholics, whose faith was seen as proof of their backward ways. These reformers believed that poverty was caused by a person's immorality and lack of self-control and wanted to save immigrant children from poverty and abusive parents.
Lesson Plan Text
<p><strong>Note:</strong> Students will be working in groups to assemble the facts to develop their characters for the role play. The teacher may choose to put students in their character groups before or after the film. </p>
<p><strong>Step 1:</strong> Tell students that they will be writing and performing a script of a scene between reformers and residents in the Five Points neighborhood. To gather evidence to build their characters, they will first watch a film, then read some primary and secondary documents. Divide students into three groups and assign each group an identity: Reverend Pease, Catherine, or Mary Mulvahill. Distribute the worksheet "Reformers versus Residents in Five Points" and go over the scene and cast of characters. </p>
<p><strong>Step 2:</strong> View Chapter 1 (<em>Rev. Louis Pease: Reforming the Five Points</em>), Chapter 2 (<em>Mary Mulvahill: Surviving in a New Land</em>), and Chapter 5 (<em>Matthew Mulvahill: Boyhood in the Streets</em>) of the <em>Five Points</em> DVD. Â As students watch, they should think about the events described from the perspective of their character in the role play. Â </p>
<p><strong>Step 3:</strong> Allow students to gather in their groups to read through the various primary and secondary sources. Students should read the documents and use the Character Research Sheet to develop their character's talking points for the scene. Â </p>
<p><strong>Step 4:</strong> Now make groups of three, with one student from each character group, to work together to create a script of the encounter between Reverend Pease, Catherine, and Mary Mulvahill. The scene should begin with Rev. Pease's arrival at Mary Mulvahill's house, where the meeting will occur. Each script should incorporate the characters' talking points and address the "Questions to Consider" on the worksheet. Â </p>
<p><strong>Step 5:</strong> Students perform scenes. (Optional: Pass out the Scene Assessment Rubric to all students. As students perform, the other students should use the rubric to assess how well each script uses evidence. Use student evaluations for follow-up discussion.)</p>
<p><strong>Step 6:</strong> Lead students in a discussion of the different perspectives of Catherine, Mary Mulvahill, and Reverend Pease:</p>
<ul><li>
<p>How did they see the issues surrounding child adoption (class, religion, family, etc.) differently, and why?</p>
</li>
<li>
<p>How did different characters interpret the historical evidence? Â </p>
</li>
<li>
<p>Were the arguments presented in the scripts grounded in the historical evidence and context provided? Â </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
Reformers versus Residents in Five Points: A Role Play
Description
An account of the resource
In this activity students learn about the religious, class, and ethnic tensions between reformers and residents in the working-class Irish immigrant neighborhood of Five Points. Students research roles of a Protestant reformer and two Irish women debating whether the reformer should send Irish children to live with upper-class parents. Â This activity accompanies the film <a href="http://ashp.cuny.edu/ashp-documentaries/five-points/" target="_blank"><em>Five Points: New York's Irish Working Class in the 1850s</em></a>, but parts of it 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, 2009.
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
2009
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
Immigration and Migration
Common Core Reading
Five Points
Group Work
Irish Immigration
Role Play and Debate
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe the conflicting viewpoints of and weigh social pressures on African Americans and Irish Americans in the midst of the New York City Draft Riots. Â </p>
</li>
<li>
<p>Students will perform a role play of characters debating their actions during the New York City Draft Riots. Â </p>
</li>
</ul>
Materials
1229, 524, 953, 971, 820, 589, 876, 1145, 1569
Historical Context
In New York implementation of the National Conscription Act of July 11, 1863, triggered four days of the worst rioting Americans had ever seen. Violence quickly spread through the entire city, and even homes in wealthy neighborhoods were looted. Both women and men, many of them poor Irish immigrants, attacked and killed Protestant missionaries, Republican draft officials, and wealthy businessmen. However, New York City's small free black population became the rioters' main targets. Immigrants, determined not to be drafted to fight for the freedom of a people they resented, turned on black New Yorkers in a rage. Rioters lynched at least a dozen African Americans and looted the burned the city's Colored Orphan Asylum. Leading trade unionists joined middle-class leaders in condemning the riots, but to no avail. The violence ended only when Union troops were rushed back from the front to put down the riot by force. At the end, over one hundred New Yorkers lay dead.
Lesson Plan Text
<p><strong>Step 1:</strong> Divide students into two groups, one to represent the African-American household and one to represent the Irish household. Tell students that they will be researching and performing a role play of black and Irish New Yorkers debating their options during the New York City Draft Riots of 1863. Explain the situation:</p>
<p>It is Wednesday, July 15, 1863--the third day of the riots.</p>
<p>In one house, three African Americans discuss their options. Â Should they seek help from neighboring families, flee, or stay put? Â They've heard about the violence in the streets, but know that they also may not be safe in their home. Â They have lived on the block for many years and are friendly with their neighbors. Â </p>
<p>Next door an Irish family discusses the violence. Â They know that their African-American neighbors are in danger, but cannot agree on whether to help them or not. Â </p>
<p><strong>Step 2:</strong> Divide each group into smaller subgroups of 2-3 students each. Â Assign each subgroup a different "character" to research for the role play. Â </p>
<p><em>African-American household (Family #192 from the 1855 Census)</em></p>
<ul><li>
<p>Matthew Fletcher, Male, 48: A well-established local printer and landowner</p>
</li>
<li>
<p>John Johnston, Male, 36: Although ineligible for conscription, is interested in enlisting in the Union Army</p>
</li>
<li>
<p>Hannah Day, Female, 42: Has heard stories about the violence in the streets--knows that the rioters are mainly targeting men</p>
</li>
</ul><p><span style="font-style:italic;">Irish household (Family #194 from the 1855 Census)</span></p>
<ul><li>
<p>Edward Galher, Male, 53, Policeman: Has been out in the streets for two days for two days trying to put down the riot and has seen the violence firsthand</p>
</li>
<li>
<p>Catherine Galher, Female, 55: Sees many similarities between the experiences of the Irish and African Americans in America</p>
</li>
<li>
<p>John Galher, Male, 26: As a male citizen of draft age, is concerned about his future</p>
</li>
</ul><p><strong>Step 3:</strong> Give all students the two background documents (the background essay on the riots and 1855 Census page) and the character talking points worksheet. Â Then, depending on whether they are portraying Irish or African-Americans, give them either of the two packets:</p>
<p><em>African-American household documents:</em> "Men of Color, To Arms!"; African-American Victims Describe the New York City Draft Riots; The Emancipation Proclamation (excerpt)</p>
<p><em>Irish household documents:</em> New York City Policy Respond to the Draft Riots; Congress Issues the Conscription Act; The People of Ireland Ask the Irish in America to Support Abolition</p>
<p><strong>Step 4:</strong> Students prepare for roles by (in their subgroups) reviewing the readings and selecting evidence and information they wish to include in the exchange. Â Students should record their talking points on the worksheet, noting the source where each point comes from. Â Remind students to think about the arguments and evidence the characters would use, and how he/she would counter the arguments of the opposing household members. Â </p>
<p><strong>Step 5:</strong> Each subgroup should choose a member who will play its role for the whole class. Â Have the three African-American characters perform first, then the three Irish characters. Â Each character should explain what they think their household should do and try to convince the others of this position. Â </p>
<p><strong>Step 6:</strong> After the role plays have been performed, lead students in a discussion. Â </p>
<ul><li>
<p>How did different characters see issues differently, and why?</p>
</li>
<li>
<p>How did the perspectives of individual group members vary, depending on what role they played and on how they interpreted the role and the historical evidence? Â </p>
</li>
<li>
<p>Were the arguments that were presented in the role play grounded in the historical evidence and context provided? Â </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
The New York City Draft Riots: A Role Play
Description
An account of the resource
In this activity students research roles as either Irish immigrants or African-American residents in the midst of the New York City Draft Riots that took place in July 1863. Students gather evidence from primary sources to develop their characters, based on actual census records, and then enact a role play debating whether to stay in the city or flee (if they are African American) and whether to participate in the riots or protect their black neighbors (if they are Irish immigrants).
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, 2008.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and LearningÂ
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Civil War
Group Work
Irish Immigration
New York City Draft Riots
Role Play and Debate
-
Teaching Activity
Objectives
<ul><li>
<p>Students will describe the issues surrounding the U.S. annexation of the Philippines from a variety of perspectives.</p>
</li>
<li>
<p>Students will debate with each other the various arguments for and against annexation and attempt to form consensus. Â </p>
</li>
</ul>
Materials
878, 1243, 1125, 1244, 945, 1263, 907
Historical Context
<p>Americans divided sharply in 1899 over whether to annex the Philippines as part of the United States. In 1900 Democratic presidential candidate William Jennings Bryan, running for a second time against William McKinley, made anti-imperialism the central issue of his campaign. McKinley won easily and historian Walter LaFeber has argued that Bryan's defeat showed that the American public had reached a fundamental consensus in favor of American expansionism abroad. "By 1899," LaFeber concludes, "the United States had forged a new empire." Still, the conflict between imperialists, isolationists, and Filipinos who fought for their nation's independence would echo in debates over U.S. foreign policy for the rest of the twentieth century.</p>
Lesson Plan Text
<p><strong>Step 1: Analyzing the Documents</strong></p>
<p>Divide the class into small groups (3-8 students) and give each group a packet of all the documents. Â Each group member should choose ONE of the documents to closely examine. Â The group member will debate the annexation of the Philippines from the perspective of the writer of his or her document. Â Make sure that each group includes at least one pro-annexation view, one anti-annexation, and one Filipino perspective. Â After reading the document assigned to them, the students should skim the other documents in the packet. Â </p>
<p><strong>Step 2: Preparing to Debate</strong></p>
<p>Students prepare to debate from the perspectives of their characters, by answering the following questions:</p>
<div>
<ul><li>
<p>What is the name of your character (i.e., the author of the document)?</p>
</li>
<li>
<p>What position is your character taking on the question of annexation (making the United States part of the Philippines)? What are his/her reasons?</p>
</li>
<li>
<p>What more would you like to know about your character?</p>
</li>
<li>
<p>Why do you think your character thinks the way he or she does? Â What would it take to change his or her thinking somewhat?</p>
</li>
<li>
<p>What are some of the reasons on the other side of the argument?</p>
</li>
<li>
<p>If your character had to try to reach a consensus or compromise with others who disagree, what kind of compromise would your character be willing to accept? Â What would he or she not be willing to compromise on?</p>
</li>
</ul><p><strong>Step 3: Choosing a Recorder</strong></p>
<p>Each group should choose a person to record the debate. Â That person should make a chart with space for reasons for and against U.S. annexation of the Philippines.</p>
<p><strong>Step 4: Presenting the Views from the Documents</strong></p>
<p>Each group member, pretending to be the person who wrote their assigned document, should present that person's view on annexation to the rest of the group. Â The recorder should make note of pro and con arguments on the chart.</p>
<p><strong>Step 5: Debate</strong></p>
<p>When everyone has presented his or her view, students should continue discussing and debating the question of U.S. annexation. Â They should use the documents and their authors as the basis for the debate; they should strive to STAY IN CHARACTER.</p>
<p><strong>Step 6: Reaching a Consensus</strong></p>
<p>By the end of the debate, group members should try to reach a consensus--a compromise on which everyone can agree--about what position the U.S. should take on the question of annexing the Philippines. Â Participants should refer to their answers from Step 2. Â </p>
<p><strong>Step 7: Report to the Class</strong></p>
<p>Members of each group should share with their classmates what kind of consensus they reached. Â If the group was unable to reach a consensus, they should explain why not. Â </p>
</div>
Activity Extension
Based on the consensus it reached in the debate/discussion, the group should write a newspaper editorial on whether or not the United States should annex the Philippines.
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
Debate: Should the U.S. Annex the Philippines?
Description
An account of the resource
In this activity students investigate various perspectives on the debate over the annexation of the Philippines by the United States after the Spanish-American War. Students read a variety of primary sources on the annexation question and the struggle for Philippine independence, debate the relevant issues while in character of proponents of either side, attempt to reach consensus on the issue, and report the outcome to the class.
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, 2008.
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
2008
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
Expansion and Imperialism
Group Work
Philippine-American War
Role Play and Debate
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze how earning wages created opportunities and challenges for young immigrant women. </p>
</li>
<li>
<p>Students will dramatize the conflict between immigrant parents and children over working children's wages. Â Â </p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
</ul><p>This activity also supports the following Common Core Speaking and Listening Standard for grades 6-8:</p>
<ul><li>
<p>SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.</p>
</li>
<li>
<p>SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.</p>
</li>
</ul>
Materials
624, 1996, 1288, 507, 1995, 891, 1994, 1712
Historical Context
Between 1900 and 1920, more than 20% of women in the United States, the majority of them unmarried, worked for wages. One major employer of working-class women in New York City was the garment industry, where a workforce that was almost exclusively immigrant, heavily female, and largely Jewish and Italian worked in small shops to create ready-made clothing. The young unmarried immigrant women who worked in the garment industry did so both to help support their families and to gain a measure of security and independence for themselves. Many working-class immigrant families in New York City's Lower East Side experienced conflict over whether daughters should hand over their wage envelopes unopened to their mothers.
Lesson Plan Text
<p><strong>Step 1: </strong>Divide the group into two equal groups: one group to play mothers and one group to play daughters. Pass out copies of the Pay Envelope worksheet describing the situation and go over the parts of the role play carefully. </p>
<p><strong>Step 2:</strong>Â Pass out copies of the character planning worksheets to every student, as well as the primary and secondary documents and accompanying worksheet. (For some students, it may be more appropriate to use the Background Essay and Worksheet on Immigrant Working Women, which is a shorter, more scaffolded version of the <em>Immigrant Women in the Land of Dollars</em> reading.) In each group, either daughters or mothers work together to prepare for the role play, which will develop as follows:Â </p>
<div>
<ul><li>
<p>The daughter arrives home from work with her pay envelope and speaks first, telling her mother she will no longer turn over her entire paycheck. Â The mother then responds, and give-and-take follows. Â </p>
</li>
</ul></div>
<p>In preparing for the role play, students should review the readings and select evidence and information they wish to include in this exchange. Students should consider the arguments and evidence the character would use, and how she would counter the arguments of the opposing family member. Â </p>
<p><strong>Step 4:</strong>Â The groups of mothers and daughters should each choose one member to play the role for the group. Â The designated mother and daughter present the role play to the class. Pass out the Scene Assessment Rubric and go over directions for completing it as they actively listen to the role play; as students watch the role play, they should take notes about the main points of each character and the sources the actors used to create their dialogue. Â </p>
<p><strong>Step 5:</strong> After concluding the role play, members of the group should be prepared to comment to the class on the mother's and daughter's perspectives. (These questions are also on the Scene Assessment Rubric, which may be completed prior, during, or after the class discussion.) Â </p>
<div>
<ul><li>
<p>How did they see the issues differently, and why? Â </p>
</li>
<li>
<p>How did the perspectives of individual group members vary, depending on what role they played and how they interpreted the role and readings? Â </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
The Pay Envelope: A Role Play
Description
An account of the resource
In this activity students perform a role play of immigrant mothers and daughters arguing over who should get to keep the daughter's wages. This activity is used to teach with the film <em><a href="http://ashp.cuny.edu/ashp-documentaries/heaven-will-protect-the-working-girl/" target="_blank">Heaven Will Protect the Working Girl</a><span style="font-style:normal;">, but can be completed without the film. Â </span></em>
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, 2009.
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
2009
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
Work
Common Core Reading
Group Work
Italian Immigration
Jewish Immigration
Role Play and Debate