tlp_11_hmartin

=Teacher Page -- Helen Martin=

Student Side Page Helen Martin TEACHERSIDE page

Lesson Essential Question:

How did the North American Civic League for Immigrants and its response to the Immigration Restriction League create civic pride in Everett

Lesson Plan

 * State Standards: US I.2**
 * How has immigration contributed to the narrowing and expansion of American civic ideas?**


 * Grade Level: 9**


 * Guiding Questions:**

What are some of the factors the create issues between the established and immigrant communities? Compare demographics: note the diversity of population in 1909-1910 versus the diversity of population in 2010. How many different countries are represented? What surprises you about this information? Assess the solutions to the perceived increase in immigration: how does the community response to the problem affect immigration? How do you think the response affects a community then or now? Is pride in the community important? Why?


 * Lesson Question:** How did the North American Civic League and its response to the Immigration Restriction League create civic pride in cities like Everett, MA?

At the turn of the century from 19th to 20th, forces were at work in Boston that would define the future of immigration in America. The descendants of Revolution and the wealthy merchant class, such as: Henry Cabot Lodge, Charles Warren and Prescott Farnsworth Hall, noticed a change in the power politics of Boston. The decline of power of this wealthy class was the result of several factors, but the source of the blame was rested on the shoulders of the new immigrants by Lodge and Hall. Hall formed a group, the Immigration Restriction League ("IRL"), to do just that - restrict immigration. Henry Cabot Lodge championed the cause in Congress and in speeches to the public. The need for restriction was based on the idea that the new immigrants were coming from countries in Europe and Asia which, because the politics, religion or just genetics of these countries made the immigrants ill-prepared or incapable of democracy. Groups arose throughout the Boston area in support and opposition. The groups opposing the IRL, such as the North American Civic League for Immigrants ("NACLI"), focused on teaching new immigrants the fundamentals of life in America: learning English, American culture, and learning the basics of democratic government. Both those on favor of restriction and opposing restriction used a basic part of democracy - public campaigns - to gather support for their viewpoints.
 * Introduction:**

In the present, the country is still debating immigration policies. As you watch television, you are being asked to support or oppose many political ideas, not just on immigration, through Public Service Announcements or "PSA". PSAs are a type of advertising. A group, organization or political party is campaigning in some way for your support of their position. The PSA is typically brief, and provides facts, statistics and images to convince the viewer of the importance of the issue, and the need to support the group or organization's viewpoint. We have seen a few PSA's here at Everett High School for campaigns against bullying, drunk driving and drugs. Can you imagine what the IRL and the NACLI could have accomplished with PSA's? Together with your assigned group, you will explore modern immigration issues through the lens of 1910, and prepare a PSA to convince the American Public of the importance of your issue, and how the public can respond.


 * Task:** You are a community organizer. Your employer, Citizens for a Better Everett, has asked you to form a committee and organize your community to address the issue of a perceived increase of immigrants in Everett, affecting the community. The committee must create a program and lobby the City government for funds for your program. You need to create a persuasive Public Service Announcement ("PSA") to gather community support and public funds for your program.


 * Lesson Experiences:**


 * Prepare your background for your PSA:**

1. Read Henry Cabot Lodge's Speech to the Boston City Club of March 20, 1908. According to Cabot Lodge, what are the issues created by immigration in 1908? Create a list of Cabot Lodge's proposed solutions to these problems. 2. Read ALIPAC's platform. Compare with Cabot Lodge's speech and identify current similarities and differences regarding groups in 1908 and 2011 which perceive immigration to be a problem. What are the current perceived problems of immigration? 3. Read the Annual Report of the North American Civic League for Immigrants pages, paying close attention to the description of Everett's population, and the goals of the NACLI. What are some of the ideas of the NACLI to respond to the issues of immigration? Create a list of ideas and accomplishments of the group. 4. Compare the 1909-1910 population of Everett with the current population of Everett using the 2010 census. What do you notice about the diversity of the population? Read pages of the Everett High School Evening Course Catalog, note the courses which may be of use to a recent immigrant.

Decide on major issues for and against immigration restriction. How did groups convince you to support their viewpoint in 1908 and 1910? in 2011? What information did you find most persuasive? Can you think of ways someone might manipulate that information? How might one side convince the other to change their mind?
 * Class discussion:**

You will then be randomly assigned a group. Some groups will create a PSA which attempts to organize a group to create limits on immigration as a solution to the perceived problem, others will create a PSA to aid immigrants transition to American life. The assignments will be random, will not necessarily reflect the views or values of the groups performing the PSA, and should remember that the audience is a public meeting -- language, dress and attitude should be respectful and school appropriate.
 * Making PSAs:**

Each group will be assigned a FLIP camera to create a one minute PSA. The PSA should identify your group by name, but you do not have to choose a name which reflects the political position of the group. The PSA should include persuasive facts and figures, and include a reasonable, legal solution to immigration restriction. Determine a course of action - ask the public to do something. Your group must write a script that will need to be approved prior to filming. You may create visual aids, and all should be approved prior to filming. All filming must take place at Everett High School.

Present your PSA to the class. All PSA's will be shown during class, without identifying whether the announcement is for immigration restriction or immigration assistance. Students will then evaluate the PSA's using the peer evaluation worksheet. Once all PSA's have been reviewed, the class will debrief, discussing the ideas and messages that were effective, and addressing any controversies which may arise.
 * Presenting PSAs:**

The final assessment will be an in-class writing assignment, responding to the following question: Does the creation of immigrant assistance groups in a community help to create pride in that city? Include your own reactions to the PSA's and should compare the efforts of the 1910 groups to your efforts.

The United States relationship with immigration policy is can be described as love/hate. Most Americans are proud of their immigrant heritage, and love the message of the Emma Lazarus poem "The New Colossus". The idea of saving "...your tired, your poor, your huddled masses yearning to breathe free..." speaks directly to the spirit of independence, equality and democracy upon which most feel the United States was founded. The 'hate' part of the relationship comes into play when the ideal conflicts with the reality of immigration from countries unfamiliar to most Americans. How Americans resolve these conflicting emotions continues to impact communities on a very local level. Looking back to the past, previous ideas for solutions to this conflict can be evaluated for their success.
 * Conclusion:**


 * Assessments:**

Assessment Rubric

from 1910 and 2010 || Students complete chart,clearly identify reasons, note similarities and differences draw conclusions || Students complete chart identify a few reasons, note some similarities and differences || Students mostly complete chart, find one or two similarities || Students do not complete chart || 30 ||
 * You will be able to.... || Strong || Good || Adequate || Inadequate || Weighting ||
 * Compare reasons for immigration restriction
 * Prepare script for PSA || Students prepare content sufficient for one minute of film, demonstrate plan to use all members of group || Students prepare content for a little less than one minute of film, include most of the group || Students prepare a little less than one minute of film, choose one or two speakers || Students prepare less than 30 seconds of film, with no clear plan to use the group || 30 ||
 * Content of PSA || Clear,convincing message, effective use of media, include facts and figures, || Message is clear, use the media - more than taped speech, include some facts and figures || Identifiable message, taped speeches, one or two facts || Message not clear, taped speech, no facts or figures || 40 ||

Annual Report 1909-1910 North American Civic League For Immigrants (Massachusetts Historical Society permission) @http://pds.lib.harvard.edu/pds/view/4025010?n=17&imagesize=1200&jp2Res=.25&printThumbnails=no Speech of Henry Cabot Lodge to the Boston City Club of March 20, 1908 @http://pds.lib.harvard.edu/pds/view/6100120?n=1 Platform of ALIPAC (Americans for Legal Immigration Political Action Committee) [excerpt document]
 * Resources:**


 * Catalog, Everett Public Schools Evening Classes 2011-2012 **

2010 US Census Data, City of Everett http://2010.census.gov/2010census/popmap/

City of Everett, Facts @http://www.ci.everett.ma.us/Everett_files/facts.htm

Cannato, Vincent J. //American Passage:The History of Ellis Island//. New York: Harper Perennial, 2009.

Daniels, Roger. //Guarding the Golden Door: American Immigration Policy and Immigrants Since 1882//. New York: Hill and Wang, 2004.

Jackson, Ken. //Streetcar Suburbs: The Process of Growth in Boston, 1870-1900.// 1962.

O'Connor, Thomas H. //Bibles, Brahmins, and Bosses//. 1991.

Ueda, Reed, and Conrad Edick. Wright. //Faces of Community: Immigrant Massachusetts, 1860-2000//. Boston: Massachusetts Historical Society, 2003.


 * Worksheets:**





Community Tool Box.: http://ctb.ku.edu -- Descriptions of PSAs
 * PSAs information and examples**

AdCouncil PSA Central AdCouncil TV sample PSAs AdCouncil PSA campaign case studies (has video embeds)

Teach21 sample PSA lesson http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3360&tsele1=1&tsele2=110 Scholastic "Plan Your PSA" info @http://www.scholastic.com/browse/lessonplan.jsp?id=1504