tlp_11_ayoerger_teacherside

=Teacher Side Template--Ashley Yoerger= __State Standards: __ US1.20 – Explain the evolution and function of political parties, including their role in federal, state, and local elections.

__Grade Level: __ High school – World History

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

__Lesson Question: __ How have various groups of immigrants gained political power in the city of Boston?

__Introduction: __

During the 19th and 20th centuries, thousands of immigrants arrived and settled in the city of Boston. These immigrants came from all over the world, but in my lesson we will be focusing specifically on the Irish and the Italians. The city they came to was inhabited primarily by Protestant, white Americans whose own immigration heritage was a distant memory. The new citizens of Boston formed their own neighborhoods, established their own churches and schools, and attempted to blend the Old World with the New. Over time, some even became major players in Boston’s politics while others did not.

In this lesson, students will examine political cartoons and analyze newspaper articles to determine which groups became politically active. They will also answer the question, “How did they enter politics?” If a group did not, the students will explain why that occurred.

__Task: __

The students will be responsible for researching each group’s arrival and settlement patterns to determine whether or not they took part in city politics. They will then have to explain how the groups either did or did not gain political power. The students should also make connections to the group’s native culture in relation to the World History I curriculum. This will help to explain the immigrants’ motivations upon arrival to the United States.

__Lesson Experiences: __

__Day1: __

Objective: To understand the political basis of each group in Europe and to predict motives for emigrating to the United States.

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">1. I will review the evolution of Irish and Italian governments as studied in the World History I curriculum (Medieval and Renaissance history). The students will answer the following questions using past notes, homework, and readings: <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. How did the fall of the Roman Empire affect the nation politically, religiously, militarily, and economically? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. How did the nation emerge from the Dark Ages? Was it able to form a functioning, unified government? Why or why not? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. What was the nation’s relationship with the Catholic Church? <span style="font-family: 'bell mt','serif'; font-size: 16px;">4. What was the nation’s role in the Protestant Revolution? <span style="font-family: 'Bell MT','serif'; font-size: 16px;">2. The students will then be divided into groups of four to answer the following questions: <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. Why do you think the Irish and the Italians would want to immigrate to the United States? Specifically to Boston? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. Do you predict any religious tension between the Americans and the immigrants? If so, what? Why? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. Do you predict any political tension between the Americans and the immigrants? If so, what? Why?

__<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Day 2: __

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Objective: To analyze the media’s portrayal of the immigrant groups as well as their own political behaviors.

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">1. The groups will examine the political cartoons showing the Americans’ view of Irish immigrants. They will take notes on the following: <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. How are the Americans portrayed? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. How are the immigrants portrayed? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. What stereotypes does the artist focus on? <span style="font-family: 'bell mt','serif'; font-size: 16px;">4. How do you think this would affect racial and religious tensions within the Boston?

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">2. The groups will then read newspaper articles about James Michael Curley’s political campaigns and answer the following: <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. What are Curley’s platforms? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. How does this reflect the city’s political climate? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. How did Curley gain popularity with his constituents?

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">3. The groups will then examine the life and works of George Scigliano, using excerpts from a secondary source. They will answer: <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. How were the Italian neighborhoods organized? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. What issues either helped or prevented the Boston Italians from unifying politically? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. Were there any powerful politicians of Italian decent as you saw with Curley?

__<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Day 3: __

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Objective: To research the groups’ political influence in Boston today.

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">The groups will examine today’s politics by researching (in the library) current Boston politicians and their cultural backgrounds. They will answer: <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. Name three prominent politicians. What are their offices? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. What are their cultural backgrounds? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. How does this reflect the immigrants’ experiences at the turn of the 20th century?

__<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Day 4: __

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Objective: To make connections between the early European history, the immigrant experience, and today’s politics within each group.

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">1. The groups will combine the information from days 1, 2, and 3 to create a presentation. <span style="font-family: 'bell mt','serif'; font-size: 16px;">1. Did the Irish and the Italians enter into Boston politics? <span style="font-family: 'bell mt','serif'; font-size: 16px;">2. If so, how? What issues helped them to do so? <span style="font-family: 'bell mt','serif'; font-size: 16px;">3. If no, why not? What issues prevented them from doing so? <span style="font-family: 'bell mt','serif'; font-size: 16px;">4. What primary sources support your argument? <span style="font-family: 'bell mt','serif'; font-size: 16px;">5. What secondary sources support your argument?

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">2. The groups will then present their findings in a discussion – style setting.

__<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Assessments: __

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">The group presentations will be graded as a quiz and the participation in the class discussion as class work. There will be an essay question on the quarterly exam which reflects this lesson. For example: how did the medieval governments and participation in the Renaissance lead to political conflicts in the city of Boston at the turn of the 20th century?

__<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Resources: __

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Political cartoons: on "Primary Sources" page

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">Curley newspaper articles from the Boston Daily Globe (ProQuest)

<span style="font-family: 'bell mt','serif'; font-size: 16px;">“City Campaign Goes Slowly” December 22, 1913

<span style="font-family: 'Bell MT','serif'; font-size: 16px;">“Keliher Leaves Field to Curley and Kenny” December 31, 1913

<span style="font-family: 'bell mt','serif'; font-size: 16px;">“Elks Gather to Honor the Dead” December 3, 1917

<span style="font-family: 'bell mt','serif'; font-size: 16px;">“Peters Attacks Curley’s Claims” December 12, 1917

<span style="font-family: 'bell mt','serif'; font-size: 16px;">“Curley Expects to Land 35,000 Cotes” December 17, 1917

<span style="color: black; font-family: 'Bell MT','serif'; font-size: 16px;">Puleo, Stephen. //The Boston Italians: A Story of Pride, Perseverance, and Paesani, from the Years of the Great Immigration to the Present Day//. Boston: Beacon, 2007. Print.

__<span style="color: black; font-family: 'Bell MT','serif'; font-size: 16px;">Evaluation Questions: __ America is. . . the great Melting Pot! Here you stand, good folk, think I, when I see them at Ellis Island, here you stand in your fifty groups, with your fifty languages and histories, and your fifty blood hatreds and rivalries. But you won’t be long like that, brothers. . . . Into the Crucible with you all! God is making the American. —Israel Zangwill, //The Melting Pot//, 1908 ||
 * //Read this passage before answering questions 1-3.//


 * 1. Define what is meant by the term "melting pot" as it is used in the Zangwill quotation. **

2. **Do you think that the term "melting pot" is an appropriate one to describe the United States? Give one reason to support your answer.**

Foundations of American System Evaluate, Take, Defend
 * Description: ** Define the term "melting pot" and argue if it is an appropriate term to describe the US
 * Grade: ** 8
 * Year: ** 2010
 * Block & Number: ** Block C7 Question #11
 * Type of Question: ** Short Constructed Response
 * Difficulty: ** Hard (20.97% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **


 * 6. ** The United States is a big country with many people. The people of the United States come from many backgrounds. Some of us were born here. Some of us were born in other countries. But, as Americans, we share many important things. **Give two reasons why the United States benefits from having people from many different countries and backgrounds.**

Foundations of American System Explaining and Analyzing
 * Description: ** Explain why the U.S. benefits from having people from diverse countries and backgrounds
 * Grade: ** 4
 * Year: ** 2010
 * Block & Number: ** Block C4 Question #9
 * Type of Question: ** Short Constructed Response
 * Difficulty: ** Hard (11.97% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **


 * Questions 10 - 11 ** are about the privileges and responsibilities of United States citizens.

1)
 * 10. ** In the space below, list two __privileges__ that United States citizens have that noncitizens do not.

2)

Examples of possible credited responses: - Voting in state and national elections/suffrage - Serving on juries

Roles of Citizens Explaining and Analyzing
 * Description: ** List two privileges of U.S. citizens
 * Grade: ** 12
 * Year: ** 2010
 * Block & Number: ** Block C4 Question #13
 * Type of Question: ** Short Constructed Response
 * Difficulty: ** Medium (44.18% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **

1)
 * 11. ** In the space below, list two of the __responsibilities__ of United States citizens.

2)

Examples of possible credited responses: - Obeying the law - Registering to vote and voting knowledgeably

Roles of Citizens Explaining and Analyzing
 * Description: ** List two responsibilities of US citizens
 * Grade: ** 12
 * Year: ** 2010
 * Block & Number: ** Block C4 Question #14
 * Type of Question: ** Short Constructed Response
 * Difficulty: ** Easy (66.8% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **

// The poem below by Emma Lazarus is engraved on the Statue of Liberty, which was dedicated in 1886. The cartoon below was printed in 1992 //. "Give me your tired, your poor, Your huddled masses yearning  to breathe free,  The wretched refuse of your  teeming shore. Send these,  the homeless, tempest-tost to me,  I lift my lamp beside the golden door!"




 * 15. **** What comment is the cartoon making about changes that have occurred in the United States between the 1880's and the 1990's ** ?


 * Description: ** Interpret political cartoon on changes in immigration
 * Grade: ** 12
 * Year: ** 2010
 * Block & Number: ** Block C6 Question #15
 * Type of Question: ** Short Constructed Response

Foundations of American System Explaining and Analyzing
 * Difficulty: ** Hard (20.12% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **


 * Complete **

The response explains that the cartoon is suggesting that many Americans have (since the 1880's) lost the sense of America as a place for refugees and immigrants OR that immigrants from some places are more welcome than some from other places. There is a clear understanding of change over time indicated by words such as "then" and "now."


 * 16. **** Treating people unfairly because of their sex, race, or religion is called **
 * 1) a. disability
 * 2) b. discrimination
 * 3) c. representation
 * 4) d. equal rights


 * The correct answer is B. **


 * __ Question 17 __** refers to the passage and the list below.

After a class discussion, Ms. Díaz asked her class to explain the meaning of the word "responsibility" in a democracy. Students agreed that "responsibility" is a duty or obligation to do something or not to do something. The class listed responsibilities of citizenship. Here is their list:

Respecting laws and rules Voting Paying taxes Being informed about our elected leaders Telling public officials about our concerns


 * 17. ** Choose **one** responsibility of citizenship in a democracy from the list of  political responsibilities and fill in the oval next to it. Now tell why the  responsibility you chose is important.

Roles of Citizens Evaluate, Take, Defend The response correctly identifies a political responsibility and gives an appropriate reason for its importance (e.g., "People should pay taxes because it's the law and the government needs money to run the country"). Reason may be expressed as an example of a broader idea (e.g., "Request laws and rules so people can stop the killing and shooting"; "otherwise there would be a lot of crime.") The response correctly identifies a political responsibility, but the reasons for its importance are somewhat off-target or vague (e.g., "People should respect laws and rules because they're good for society," "society would be messed up," "there would be chaos," "it wouldn't be fair"), or because they lack a community perspective (e.g., "People should pay taxes so they don't go to jail"). The response does not identify a political responsibility OR response identifies a political responsibility, but does not explain its importance. Roles of Citizens Evaluate, Take, Defend
 * Description: ** Explains citizenship has responsibilities
 * Grade: ** 4
 * Year: ** 2006
 * Block & Number: ** Block C3 Question #5
 * Type of Question: ** Short Constructed Response
 * Difficulty: ** Medium (45.57% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **
 * Score & Description **
 * COMPLETE **
 * PARTIAL **
 * UNACCEPTABLE **
 * Description: ** Explains citizenship has responsibilities
 * Grade: ** 4
 * Year: ** 2006
 * Block & Number: ** Block C3 Question #5
 * Type of Question: ** Short Constructed Response
 * Difficulty: ** Medium (45.57% Correct)
 * Content Classification: **
 * Content Area: **
 * Cognitive Domain: **

The response correctly identifies a political responsibility and gives an appropriate reason for its importance (e.g., "People should pay taxes because it's the law and the government needs money to run the country"). Reason may be expressed as an example of a broader idea (e.g., "Request laws and rules so people can stop the killing and shooting"; "otherwise there would be a lot of crime.")
 * COMPLETE **

a. Only European immigrants will be allowed into the United States. b. All immigrant groups will maintain their separate cultures. c. Different cultures will blend to form a uniquely American culture. d. Immigrant ghettos will develop in urban areas.
 * 22. ** Which statement best expresses the melting pot theory as it relates to American society?

Regents, 2010: # 17

a. deport illegal immigrants b. continue the traditional policy of open immigration c. establish quotas for immigrants from certain nations d. favor immigrants from southern and eastern Europe Regents, 2010: # 26
 * 25. ** In the mid-1920s, the immigration policy of the United States was mainly designed to