tlp_11_kcullen_teacherside

=Teacher Side Template--Kevin Cullen=

Immigration Restriction (IRL) High School – US History Grade 11 (16/17 years old) History and Social Studies
 * My Lesson Title**
 * // Oh Say Can You Read? //****// The Immigration Restriction League & the Literacy Test //**
 * Unit Title**
 * Grade Level(s):**
 * Age Level(s):**
 * Subject Areas:**

// How has immigration contributed to the narrowing and expansion of American civic ideals? //
 * Essential Question:**


 * Unit Goal**
 * o1 Your Unit’s goal**

//How did the Immigration Restriction League (IRL) influence local, state, and federal elections/policies on immigration?//
 * Objectives:**


 * Curriculum Standards:**

USI.20 Explain the evolution and function of political parties, including their role in federal, state, and local elections.

__Late 19th/early 2oth century political cartoons on immigration__ Immigration_Political_Cartoons[1].doc __Official literature of the Immigration Restriction League__ Twenty Reasons Why Immigration Should Be Further Restricted Now (1894) @http://nrs.harvard.edu/urn-3:FHCL:1117009
 * Materials/Resources:**

Demand of American Labor for Restriction of Immigration, and an Illiteracy Test for Immigrants: Letter of the President of the American Federation of Labor (1902) @http://nrs.harvard.edu/urn-3:FHCL:1117024

Brief in Favor of the Illiteracy Test (1910) @http://nrs.harvard.edu/urn-3:FHCL:1117525

The Reading Test: Why It Should Be Adopted (1914) @http://nrs.harvard.edu/urn-3:FHCL:1117530

Some Reasons for the Adoption of the Educational Test as a Means of Further Restricting and Regulating Immigration (1901) @http://nrs.harvard.edu/urn-3:FHCL:1117022 __Federal bills on immigration__ Text of immigration bills introduced into 55th Congress, first session, March-July, 1897 @http://nrs.harvard.edu/urn-3:FHCL:1117017

Brief in favor of Senate bill 4403, 1907 @http://nrs.harvard.edu/urn-3:FHCL:1117527

Three 56-minute classes.
 * Timeframe:**


 * __Student Foundational Skills:__**

//In groups, students will analyze political cartoons to assess the attitudes and feelings in the United States towards immigrants in the late 19th/early 20th centuries.// //Students will share their findings to the class in a presentation (based on the information learned during the groupwork activity) that explains what their political cartoon has helped them to learn about American attitudes and feelings on the issue of immigration around the turn of the last century. After the group work presentations a class discussion will be held to examine what students have discovered about immigration through this lesson.//
 * __Activities:__**
 * __Organizational Notes:__**

//Discussions will be informally assessed as class work. Student presentations will be graded as a quiz. Also, on the unit ending test there will be a required short essay question on this activity.// //Sample short essay question – What was the position of the Immigration Restriction League? What was its main recommendation to the US government? What was the outcome of its efforts lobbying US government for placing more restrictions on immigration?//
 * __Assessments: Limited to this lesson.__**


 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**


 * __o2 Note 2__**


 * __o3 Note 3__**

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