tlp_12_mstone

=Matt Stone's Teacher Lesson Page=

Stone's Primary Sources

Stone TEACHER SIDE

Lesson Plan (Student Side)

 * TItle:**The North End: The Beginning of a New Life


 * State Standards:**
 * USI.15 -** Explain the varying roles and responsibilities of federal, state, and local governments in the United States.


 * Grade Level:** 7th


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


 * Lesson Question:** How did the Eastern European Jewish immigrants of the late 19th and early 20th centuries use the North End in Boston to help guide their assimilation into American culture?


 * Task:** Based on the primary sources, you will making conclusions about immigrants and their assimilation into American culture. After examining the Hebrew Immigrant Aid Society (HIAS) cards/passenger lists, you will investigate the lives of several different Jewish immigrants in Boston by discerning which immigrants were likeliest to develop relationships or become friends and drawing an illustration of where this relationship might have begun.

**Pre-Class Homework Activity**: Listen to the following audio lecture before coming to class to begin the immigration project. Fill out the attached worksheet (a copy will also be given to you in class). Bring the worksheet to class with you as it contains a series of discussion questions which we will go over in class.

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media type="file" key="NorthEnd_Jewish_imgrnts_mstone_v1.mp3" width="264" height="22"

1. Review worksheet based on audio recording that students listened to previous night 2. Using primary resources, demonstrate two ways Russian Jews successfully assimilated in the North End 3. Allow students to work in groups to brainstorm how these things might have led to Jews assimilation into America and then share answers with entire class
 * Images for Audio Lecture **
 * Figure 1: HIAS Card #1 Chaim Zaslawsky. **
 * Figure 2: Boston’s North End Ethnic Change, 1880-1925 **
 * Figure 3: HIAS card #2, Chave Czitein **
 * Figure 4: 1890 Bromley Map of the Location of the Baldwin Place Synagogue. **
 * Figure 5: exterior view of the Baldwin Place Synagogue. **
 * Figure 6: Interior view of the Baldwin Place Synagogue **
 * Day One: **


 * Photograph 1: Jewish Peddler in Boston's North End **

Original image from BPL Flickr set.

The Baldwin Place Synagogue was home to a school established by the women of a much larger congregation in Boston called Temple Beth Israel. The purpose of the school was "to educate Jewish immigrant children in Reform practices and help them adjust to American life" (Dwyer-Ryan 65). With the support of the larger and more established Temple Israel of Boston, the school employed a superintendent and six teachers who hoped the education might "become a medium for moral uplift in a much needed district" (Dwyer-Ryan 65). In 1910 the school's first year there were sixty-four students, and by 1917 there were one hundred and ten (Dwyer-Ryan 65).
 * Photograph 2: Baldwin Place School 1916-1917 **

Baldwin Place School Children Handout

 * [[image:becomingamerica/mstone_day1_baldwinplace_thumb.jpg caption="mstone_day1_baldwinplace_thumb.jpg"]] ||
 * Courtesy Temple Israel Archives, Boston MA ||


 * NOTE: **Your teacher will provide a printed copy of this handout.

Focus Question: How does each photograph demonstrate an example of immigrant into American culture? In groups brainstorm, write out on large post-its, and be prepared to share with the entire class, other ways immigrants assimilated into American culture.

//Bibliography// //The Jews of Boston- Jonathan Sarna, Ellen Smith, Scott-Martin Kosofksy// //The North End: A Brief History of Boston's Oldeset Neighborhood, Alex Goldfield// //Becoming American Jews: Temple Israel of Boston, Meaghan Dwyer-Ryan, Susan L. Porter, Lisa Fagin Davis// //The Early Jewish Community of Boston's North End, Arnold Wieder//

1. In groups students will be given an immigrant transcript from the passenger list 2. Using this transcription, students will create “facebook” profiles of their immigrant on large post-it paper 3. Students will create a story about why their immigrant came to America and how they hoped to assimilate 4. Students will present their immigrant profile to the class
 * Day Two: **

1. Immigrant Ships Transcribers Guild
SS Carpathiah Departing Liverpool, England 6 March 1913 Departing Queenstown, Ireland 7 March 1913 Arriving Boston, Massachusetts 17 March 1913

@http://www.immigrantships.net/v6/1900v6/carpathia19130317_01.html

2. See model below (minus the picture):


4. Presentation and Discussion
After analyzing your own group's immigrant, walk around the class to the other immigrant profiles and discern which immigrants might have developed relationships or even become friends after moving to America. Based on the information in your own group's immigrant, compare your immigrant to the immigrant of other groups by examing the summaries of each immigrant posted around the classroom. On the basis of the information provided, decide which ones were likely to become friends and develop relationships. Be sure to use supporting details to guide your conclusions.

1. In groups students will complete a diary entry and draw an illustration showing how their immigrant assimilated into American culture 2. Teacher will synthesize the activities of the past few days by leading a class discussion on the similarities and differences of immigrant stories in their struggle to assimilate
 * Day Three: **

**2. Class discussion and concluding thoughts**
Consider all that you have learned the past few days. What challenges did immigrants face in adjusting into American culture? How did they assimilate into American culture? What ways did locations like the North End help immigrants adjust into America? How would immigrants interact with each other in America? What similarities and differences to the immigrants have? Remember the courage that these immigrants showed to come to America and begin their new life here will be an encouragement to you to continue striving to become better citizens of our country and the values it represents. How can these virtues be maintained in today's culture?


 * Assessments:** Audio lecture worksheet, immigrant facebook poster, day 2 immigrant worksheet, day 3 immigrant worksheet

Assessment Rubric


 * You will be able to.... || Strong 4 || Good 3 || Adequate 2 || Inadequate 1 || Weighting ||
 * Identify the primary challenges immigrants faced to assimilate into American culture || Students can identify and describe with supporting details three main challenges immigrants faced upon arrival in America || Students can identify and describe with supporting details two main challenges immigrants faced upon arrival in America || Students can identify and describe with supporting details one main challenge immigrants faced upon arrival in America || Students are unable to identify and describe with supporting details a challenge immigrants faced upon arrival in America || 25% ||
 * Understand what ways immigrants assimilated into American culture || Students can give three examples of how immigrants assimilated into American culture || Students can give two examples of how immigrants assimilated into American culture || Students can give one example of how immigrants assimilated into American culture || Students are unable to give one example of how immigrants assimilated into American culture || 25% ||
 * Describe the main characteristics of Jewish immigrants who entered Boston between 1880-1920 || Students can make three conclusions based on a thorough evaluation of the immigrant's characteristics listed in the passenger description || Students can make two conclusions based on a thorough evaluation of the immigrant's characteristics listed in the passenger description || Students can make one conclusion based on a thorough evaluation of the immigrant's characteristics listed in the passenger description || Students are unable to make a conclusion based on a thorough evaluation of the immigrant's characteristics listed in the passenger description || 25% ||
 * Create an accurate physical portrayal of the immigrants and their establishment of relationships among other immigrants || Students present an accurate physical portrayal of the immigrant and drawing of the context based on information in the primary sources || Students present a mostly accurate physical portrayal of the immigrant and drawing of the context based on information in the primary sources || Students present a portrayal of the immigrant and drawing of the context with some details based on information in the primary sources || Students fail to portray the immigrant and the context accurately in any way || 25% ||


 * Resources:** Primary sources: Photographs, HIAS card