tlp_09_ldisalvatore

=Teacher Lesson Page=

Lisa DiSalvatore, Everett Public Schools
== Lisa's Primary Source Page Lisa's Census Page **

Essential Question: ** Grades 8-10 - How did immigration affect American conceptions of "WE THE PEOPLE"? ** Standard(s): ** U.S. I.28 B: Causes and impact of the wave of immigration from Northern Europe to America, ** Guiding Questions: ** - Who are the people that immigrated to America during the 19th century? - What impact did these immigrants have on 19th century America and what can we learn about them from examining historical evidence? - How do we interpret past historical data that was collected and how do we see the impact of this data over time? Title: ** // Read, Think and Link to History: // //Clues to Understanding 19th Century Historical Documents// Introduction: **

During the Antebellum period (1790-1850), people were immigrating to America from Europe and other places in the world. Europeans left home for a variety of reasons. Immigrants found that although there were many improved living conditions in their home country, the population was increasing dramatically. This meant there was less farm land for each family. Many European peasants were unable to make a living from their small plots of land and so they began to traveled into the cities but there they found there was not enough work for everyone. Immigration to America offered the hope of economic survival. There were a variety of economic and social changes that occurred in the United States during the antebellum period, specifically, for the first time in our history, America rapidly expanded while technological advances played a significant part in our economic growth and development. During the Industrial Revolution, iron-hulled steamships were built, which allowed traveling across oceans to become safer, cheaper and faster. Railroads and other transportation improvement made travelling within the United States easier. These changes also created opportunities for work and improved the standard of living, especially when compared to the Europe. As immigrants arrived they became part of the United States, and we can see their membership in the population over time. What documents tell you about population change? How do you use the historical clues you find in these documents? How will this evidence from the past link us to the people of the past? How can we find out about those who moved here from other countries, ultimately helping us to become the America we are today?

Imagine you are a Historian. Your task is to learn "__how__" to find important clues and evidence from the past by examining a certain type of historical data. You will also determine the significant characteristics of the evidence you find, analyze this historical evidence for information about immigration and determine how immigration affected American conceptions of “We The People." This will be done by examining and discussing historical documents in small groups.. Finally, you will explain your findings in a short paper. What is special about this type of historical data and what can it teach us about immigration? ** Process: **  **__Step 1:__** **Examine the Historical Document for Evidence** - You will be divided into small teams of 5 students. Each team will be given one of the following six documents/time periods to examine for evidence.
 * Task:**

Group 1: Doc 1 page 3 Group 2: Doc 2 page 2 Group 3: Doc 3 page 8 & 9 Group 4: Doc 4 page xxxvi Table xv Group 5: Doc 5 page 226 Table 4 Group 6: Doc 6 page XXii both tables

- One student per team will be selected as team leader. The team leader will help the group answer the questions in the time allotted. Optional: You may want to name your team.

(//**Note:** Teacher Template relates and specifies the groups to Documents and corresponding time periods and page numbers)//

**__Step 2:__** **Note Observations and Identify Clues** - Now separate from your team and work as an individual on your assigned document and time period. - You will study, examine and note any observations you see regarding your document. You are looking for historical clues and evidence about the purpose of this document (i.e., why it was created and what it was supposed to do). - You will complete a separate //**"Written Document Analysis Worksheet"**// for your document.

- Now you will meet with the members of the other teams with the same assigned document/time period as yourself. - Share, compare and discuss the important characteristics about your common document from your "Written Document Analysis Worksheet " completed in Step 2.. - Complete //"__** Worksheet 2 **__"// and analyze your findings for this time period, while identifying the document's historical significance to immigration. - Meet with your originally assigned (named) team to discuss and analyze all of the team's documents. - Compare and contrast your documents across time periods.
 * __Step 3:__** **Analyze Documents Historical Significance**
 * __Step 4:__** **Determine Immigration's Effect and How These Documents Show Change Over Time**

- Write a paragraph which describes the important characteristics and significance of all the documents. Your report will tell about the relationship these documents have to immigration and the idea of "We the People." Be sure to show evidence of change(s) in immigration over time. Also provide evidence to back up or prove your main idea. - Submit your Written Document Analysis worksheet and Worksheet 2 along with your report to your teacher.
 * __Step 5__: Summarize Your Findings**

** Conclusion **

The Constitution states that a census must be taken every ten years. After ratification of the Constitution, it was vital to count each states' population. Population determined the number of seats for each state in the U.S. House of Representatives as well as apportionment of taxation. What historical, political and economic factors do you think helped influence or affected the Census? What major statistical or historical milestones are evident in the Census over time? What will the 2010 Census show us about the people of the United States?

**Assessment**

Resources
Lesson Documents: Group 1: Doc 1 page 3 (1st U.S. Census 1790) - see photos below Group 2: Doc 2 page 2 (1st Boston Census 1790 ) - see photos below Group 3: Doc 3 page 8 & 9 (3rd US Census 1810) - see photos below Group 4: Doc 4 page xxxvi (Table xv 6th US Census 1850) - see photos below Group 5: Doc 5 page 226 Table 4 (8th U.S. for MA 1860) - see photos below Group 6: Doc 6 page XXii Introduction both tables (8th US. Census 1860) - see photos below

@http://www.archives.gov/education/lessons/worksheets/

Additional Resources: 1. Boston Public Library [|www.bpl.org] 2. United States 2010 Census brochure “Why it Matters to you and Massachusetts!” [|www.ma2010census.org] 3. Library of Congress Teacher’s Guide to Analyzing Primary Sources [] 4. Scholastic 2010 Census in Schools [] __[|//http://pclt.cis.yale.edu/ynhti/curriculum/units/1996/4///]__ 6. Harvard Open collections Program Immigration to the United States 1789-1930 [] 7. 19th Century US Immigration statistics [] 8. Image from European Reading Room – Germans in America [] 9. Wisconsin Historical Society – 19th Century Immigration [] 10. Historical Census Statistics on the Foreign-born Population of the United States, 1850-1990 (U.S. Census) @http://www.census.gov/population/www/documentation/twps0029/twps0029.html 11. Decennical Census (U.S. Census) @http://www.census.gov/prod/www/abs/decennial/index.htm 12. National Archives and Records Administration (NARA) on Census Records @http://www.archives.gov/genealogy/census/ 13. US census bureau Measuring America: The Decennial Censuses From 1790 to 2000 [] 14. Shattuck, Lemuel, 1793-1859 "Report to the Committee of the City Council appointed to obtain the census of Boston for the year condition of the population, and their means of progress and prosperity", Boston: J.H. Eastburn, city printer, 1846 Google Books [] 15. National Historical Geographic Information System (NHGIS) @http://www.nhgis.org/
 * 5. [|**Remaking America: Contemporary U.S. Immigration**] **

1st U.S. Census 1790 @http://www.census.gov/prod/www/abs/decennial/1790.htm Boston 1790 Census -- see photos below 3rd US Census 1810 @http://www.census.gov/prod/www/abs/decennial/1810.htm 6th US Census 1850 @http://www.census.gov/prod/www/abs/decennial/1850.htm 8th U.S. for MA 1860 @http://www.census.gov/prod/www/abs/decennial/1860.htm 8th US. Census MA 1860 @http://www.census.gov/prod/www/abs/decennial/1860.htm

** Lisa's Teacher Template **


 * Doc 1 -- US Census 1790**



call# - BPL Rare Books Department (Photos taken by R. Simpson 11/3/09)




Doc 3 -- US Census 1810




Doc 6 -- US Census 1860, Table overview of Foreign-Born Population






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