Weekly Plans 10.27-10.31

1. Weekly Plans 10.27-10.31 Immigration & urbanization Mr. Armstrong

2. Monday | October 27thTopic/ Focus: Chinese Exclusion Act (1882)AIM #6: How were the Chinese, who helped build the Transcontinental Railroad, eventually treated by the American government? • DO NOW: • 1. Take back your Jacob Riis Packets and finish your short responses forHW tonight if you weren’t able to finish on Friday. • 2. Answer the DO NOW questions in Today’s Chinese Exclusion Act Packet on a separate sheet of paper. Be ready to discuss your answers to the political cartoons.

6. Possible DO NOW Answers • According to this cartoon, communists, nihilists, fenians and socialists were allowed into the United States, while “chinamen” were not. • We’ve seen this phrase in Emma Lazarus’; The New Colossus • The Workman’s Party of California wanted the Chinese immigrants to leave California. • This was probably the case because the Chinese immigrated to the west coast of America (Angel Island), and began taking jobs that Californians would have otherwise had. • According to the cartoon, “white” immigrants were allowed into the United States while immigrants of oriental dissent were not. • This political cartoon shows that law makers in the United States were of very narrow mindsets. The laws favor immigrants who are not as noticeably different from current Americans (white immigrants). These laws were later considered to be discriminatory.

7. Reading: The Chinese Exclusion Act, 1882 • Directions: • First, read the historical overview and background information on the first page of today’s packet. This will help familiarize you with the reasons why the United States government enacted the “CEA” which would prohibit Chinese immigrants from entering the United States. • After reviewing the background information and historical overview as a class, join your group members and attempt to break down/ analyze the different sections of the CEA that have been outlined in your packet. You should attempt to summarize and explain your understanding of each of the sections. Use quotes to help you identify the main idea of each section.

8. Tuesday | October 28thTopic/ Focus: Chinese Exclusion Act (1882) Students TeachingAIM #7:How were the Chinese, who helped build the Transcontinental Railroad, eventually treated by the American government? • DO NOW: • 1. Turn in your Jacob Riis short responses to your bin in the back of the room. SEPARATE YOUR RESPONSES FROM THE REST OF THE PACKET. MAKE SURE YOUR NAME IS ON IT! • 2. Copy down tonight’s HW (20-2 PRACTICE QUIZ p. 590-595 & GRA 20-3, p. 597-602) • 3. Take out yesterday’s Chinese Exclusion Act Packet and continue analyzing your assigned sections in your groups.

9. Reading: The Chinese Exclusion Act, 1882 • Directions: • First, read the historical overview and background information on the first page of today’s packet. This will help familiarize you with the reasons why the United States government enacted the “CEA” which would prohibit Chinese immigrants from entering the United States. • After reviewing the background information and historical overview as a class, join your group members and attempt to break down/ analyze the different sections of the CEA that have been outlined in your packet. You should attempt to summarize and explain your understanding of each of the sections. Use quotes to help you identify the main idea of each section.

10. Teaching Each Other: Chinese Exclusion Act, 1882 • Directions: • 1. Elect someone from your group to go up to the computer and type the group’s analysis/ understanding of each section • 2. If you are in the group that is presenting, be ready to share your findings if you are called on • 3. Members of the other group, make sure you are staying engaged and copying down the notes that the other group is presenting.

11. Another Political Cartoon: U.S.: the melting pot. Our new immigration restrictions. Europe. Undesirables. On April 12, 1924, the U.S. House of Representatives passed an immigration bill that restricted the number of immigrants admitted from any country to two percent of the 1890 U.S. population from that country, nearly eliminating immigration from southern and eastern Europe. The formula remained the law of the land until 1965, when the national origins quota system was replaced by a policy that based admission on skills and family ties with U.S. citizens. Reproduced by permission of the Los Angeles Times. Digital image courtesy of ProQuest Historical Newspapers • 1. What is the overall message being delivered in this political cartoon? • 2. How does this message differ from pro-immigration political cartoons we’ve seen? • 3. How does this paint America being hypocritical?

12. Possible Answers: • The overall message is as follows: America no longer wants or needs immigrants from around the world. • This message differs from previous political cartoons because originally we were looking at cartoons that encouraged immigrants to immigrate to America. Previous cartoons highlighted all the wonderful possibilities an immigrant could experience such as land, work, freedom, etc.. • This paints America as being hypocrites because not long before this cartoon, we were letting millions of people into the country and encouraging people to immigrate. Now, the United States has taken the opposite approach.

13. Wednesday | October 29thTopic/ Focus: Jacob Riis ReadingAIM #8:How was Jacob Riis able to expose the horrendous working and living conditions of new immigrants, here in the United States? • DO NOW: • 1. Take out last night’s HW (Prac. Quiz 20-2 & GRA 20-3), leave on desk • 2. Copy down tonight’s HW (Reteaching 20-2 WKSHT, p. 590-595) • 3. Answer the 3 questions followed by the political cartoon on today’s handout

14. What two groups of people are represented in this political cartoon? • According to the caption, what words would you associate with the group on the right side of the cartoon? • In your own words, explain the meaning or message of this cartoon.

15. Possible DO NOW Answers: • A. The two groups being represented here are the wealth/upper class/businessmen (left) and the poor/lower class (right). • B. One would associate the following words with the group on the left according to the caption: • Lazy • Homeless • Poor • Un-motivated • Useless • Beggars • Uneducated • C. The gentlemen on the left of the cartoon is looking at the family on the right with disgust. The captain points out that the gentlemen is probably thinking these people should exert themselves in a useful direction in order to obtain a better life, rather than sit around and wait for it. Ironically, this man, like many other businessmen of his era, inherited a business from his family and likely did not have to work all that hard to get the position. His wealth and success were essentially handed to him on a silver platter.

16. First; Reviewing Practice Quiz 20-2 Then; Reviewing GRA 20-3

19. How the Other Half Lives – Jacob Riis • Directions: Read the following excerpt from How the Other Half Lives, independently, then begin to answer the 5 questions that follow. Make sure you mark-up the reading in search of main ideas and answers to the questions. Be ready to share.

20. Famous and Iconic Jacob Riis Photographs

25. Thursday | October 30thTopic/ Focus: Melting Pot or Salad Bowl?AIM #9:When assessing the era of immigration, do we identify cultural assimilation or cultural preservation as being the more dominant theme? • DO NOW: • 1. Take out last night’s HW (Re-Teaching 20-2) and leave it on your desk. • 2. Answer the questions that pertain to the pictures on the cover of today’s packet.

26. Possible DO NOW Answers: • Italians, Chinese and Irish • These different immigrant groups found ways to preserve their culture by establishing neighborhoods or “ethnic ghettos” which incorporated many aspects of every day life in their homeland. These neighborhoods often offered food, goods, clothing and services that were similar to those offered in their respective homelands. The Irish may not have created a specific neighborhood, but they were able to create a parade that would take place every year, in which they could celebrate and express their Irish heritage/culture. • With all of these cultures and ethnicities represented in New York City and America as a whole, one could make the argument that in the grand scheme of this discussion, the cultures and customs of immigrants have been mixed and melted, into one greater identity, and that is an “American” identity. These cultures, according to this perspective, would identify themselves as Americans first, and then their nationalities, second.

27. Defining Terms for the “Melting Pot” & “Salad Bowl” Discussion • Assimilationist:Someone who identifies the process of adapting or adjusting to the culture of a  nation (Melting Pot) • Multiculturalist: Someone who identifies the presence of multiple cultures or ethnicities within a larger group, rather than identifying a single culture/ethnicity/nationality (Salad Bowl)

28. Melting Pot & Salad Bowl Reading • Students will be given a reading that discusses the idea of America being known as a “Melting Pot” and/or a “Salad Bowl.” • Students will read an overview that discusses the terms or phrases previously listed • Students will then read sections that specifically address the idea of a Melting Pot and Salad Bowl Viewpoint. • While reading, students will have to extract main ideas from both sides, and record them on a T-Chart which will be provided for them. • It’s important that students recognize arguments from both sides of the discussion before making their own judgment or interpretation on the debate.

32. Friday | October 31stTopic/ Focus: Melting Pot or Salad Bowl Computer LabAIM #10: When assessing the era of immigration, do we identify cultural assimilation or cultural preservation as being the more dominant theme? • DO NOW: • 1. Copy down tonight’s HW (FINISH NEWS ARTICLE STARTED IN CLASS) Due Monday • 2. Take out yesterday’s notes on “Melting Pot” & “Salad Bowl,” then review your main ideas and findings with a classmate. • 3. Await further instructions from Mr. Armstrong

33. News Article: • What it needs to include: 1. Title – A way to grab the attention of your audience 2. Author’s Name – That’s YOU! 3. Date – October 31st, 2014 4. Newspaper – What newspaper are you writing for? (Ex: New York Times, Newsday, Daily News, etc.) 5. Article – Your opinion of whether or not America should be considered a “Melting Pot” or “Salad Bowl”…or something else 6. Picture/Image – Provide a visual that relates to your article 7. Caption – Explain your image 8. Questions for the Reader – What questions would you ask the reader of your article after having read it? (2-3 questions)