Grade Level: 7th or 8th

Rationale:
    From the previous lesson, the students have learned how useful the census has been for the United States government for many years.  One of the significant statistics discovered from the census was the immigration boom in the early 1900’s.  This lesson will show the students that there were issues, which not only effected immigrates but also the American people.  It will also show them how the immigration of the early 1900’s has effected life in the United States today.

Learner Outcomes:

• Students will be able to gain a better understand of the effects of immigration on Americans and the immigrants during the early 1900’s.
• Students will write a three-paragraph composition describing how their assigned identity dealt with immigration and adapted to the new social and cultural structure.
• Students will create a cartoon depicting the positives of immigration during the early 1900’s.

Connection with previous lesson:
        Ask students: What did the census information we used show about immigration?
        Students should recall that there was an extremely large amount of Italian immigration between 1901-1910.

Lesson Development:

Day One:

Provide the Background:
Expose students to the mass move from Europe to America.  Click on the icon on the right for lecture notes. 
        a. Show relevance.
        b. Why the Europeans left their homes.
        c. The American fear of the newcomers.
        d. The adjustment in the economy and culture.

Assignment:

        a. Each student will be provided a different identity of a person from the early 1900’s.  Click on identities below for the printable handouts.
 

Identity 1

Identity 2

Identity 3

Identity 4

Identity 5

 
        b. Assign each student to write a three-paragraph composition describing the experiences of their new identity. Encourage them to be creative and to seek information from grandparents or any other person who may have lived through this time period.  There are no wrong answers.
        c. Explain that it may be necessary to do some research, but it is not required.
        d. Allow them to start, making sure they understand what is being asked.

Discussing the identities;

    1. After each student has completed their composition, the class will be placed into groups according to their identities.
    2. Have them share with each other the experiences of their person; seeing the similarities and differences.
    3. Put class in a circle.  Have one person from each group read their composition.
    4. Ask:  How do you think the immigration from the early 1900 has changed the United States now in the year 2000?  How did it affect our culture and/or politics?

Lesson Closure:

    1. Show Puck cartoon on overhead and give them a copy.  Click on the thumbnail below for a printable image of cartoon.
    Explain: the three aspects of the cartoon; the immigrant, the American representative and the shadows. Make sure students see the hypocrisy and understand what is being shown.
    2. Have students create a cartoon that represents positive acceptance of immigration.