tlp_09_dvalentine

=Teacher Lesson Page=

Don Valentine, Chelsea High School
Don's Primary Source Page Don's Teacher-side Lesson Page

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Essential Question:
How did immigration affect American conceptions of "WE THE PEOPLE"?

Standard(s):
US 1.28b Causes and impact of the wave of immigration from N. Europe to America in the 1840-1850s US 1.28c Explain the emergence and impact of the textile industry in New England

Guiding Question:
Why was the Know Nothing Party able to attract so many members and become a viable political party in Massachusetts during the mid-1850's?

Title:
The Know Nothing Party impacts politics in Massachusetts during the 1850s.

Introduction:
In this lesson you will be introduced to the principles and beliefs of the Native American Party through propaganda. This political party was also called the Know Nothing party because of it's members replies of "I know nothing" when asked of their activities. In the 1850's, the Know Nothings grabbed a hold of the Massachusetts Legislature and passed a series of anti-immigration laws restricting the freedoms of immigrants. Additionally, you will get experience using propaganda as a vehicle for introducing a political platform and influencing the electorate. You will learn how Massachusetts played a prominent role in this event.

Task:
In the 1850's, a movement began gaining strength manifesting in the Native American Party, or the Know-Nothings. This party grabbed a hold of the Massachusetts State Legislature during the 1850s and passed a series of laws benefiting their agenda. The Native American Party was comprised of citizens who were both born in America and Christian, belonging to a variety of Protestant denominations. In 1850 they banded together and formed the Order of the Star Spangled Banner and in 1851 their name was changed to the Native American Party. Party members were committed to an America where the WASP (White Anglo-Saxon Protestant) male had all the power and in which non-WASP's were relegated to second-class status or barred from entry altogether. By banding together, the party was able to capture public offices, pass legislation, and exert massive influence in the U.S. House of Representatives. The party thrived on secrecy since the precursor organizations thrived on secrecy themselves. Whenever an outsider would ask party members about their platform or activities, the members would reply “I know nothing.” and the nickname for the party was born, the Know-Nothings. By the mid 1850's, a nativist political party with the potential to accumulate much power was born and attained political supremacy in Massachusetts.
 * Historical Background:**

Using information from a variety of primary sources you will investigate the perceived threats that established, white, Anglo-Saxon, Protestant citizens believed were threatening their ideal image of the United States. You will also investigate the political landscape of the 1850's through the platform of the Native American Party and political propaganda of the day. During the 1850's, handbills were an effective means of spreading propaganda. With this in mind, you will create a political handbill which will be displayed within the class as part of a "Gallery of Handbills." Your handbill with take one of the following forms: What were the important issues of the day? How did these issues affect the way that the people of the time defined the term "We the people"? Do these issues still affect people today?
 * advertises a meeting, event, or shows support for the Know Nothing Party or their agenda
 * advertises a meeting, event, or shows the opposing view to the Know Nothing Party or their agenda
 * shows your view of the political landscape from the perspective of a newly arrived immigrant.


 * Key terms:**
 * Know-Nothings
 * Native American Party
 * propaganda
 * anti-immigration
 * anti-Catholic
 * Order of the Star-Spangled Banner
 * literacy test
 * xenophobia
 * Massachusetts State Legislature
 * Henry Gardner
 * handbills


 * Student Inquiry Questions:**
 * 1) Why would the Know Nothing Party be able to attract many members and become a viable political party in Massachusetts during the mid 1850's?
 * 2) What was the xenophobia of the Know-Nothings based upon and why did these fears seem real at the time?
 * 3) How did the the legislation passed by the Massachusetts Legislature during the 1850's impact the lives of immigrants in Massachusetts?

Students will analyze and discuss this in groups of four to five. They will generate a list for class discussion.
 * Pre-Assessment:**
 * 1) Take 2 minutes and define Nativism in your own words. Be prepared to share answers in “rapid fire succession.”
 * 2) Please list 3 reasons why you think immigrants might be feared and resented by Nativists. These reasons can be from modern day thought to make an easier connection. We will put one answer from each student on the bored and then analyze the top three choices.
 * 3) How would you define “we the people?” What does that phrase mean for you today in the United States?

Lesson Process:

 * Activity #1: Making Connections** (Alternate Assignment used for helping students understand the concept of propaganda).
 * 1) Please gather 3 different advertisements about specific products from fliers, newspapers, magazines, or other sources. You must have the ads for class tomorrow.
 * 2) You will be broken into groups of four and will examine each other’s advertisements with this question in mind: What is the purpose of this advertisement and does it achieve the intended affect?
 * 3) As a group chose one add that stands out and explain its intent and purpose to the class.
 * 4) What is the purpose of propaganda? Your responses will be placed on the board for peer discussion.
 * 5) Now look at your ads again. Does your group believe yours ads are propaganda? Why or Why not?


 * Activity #2: Defining Propaganda**
 * 1) You have been handed the handout entitled “Identifying Different Types of Propaganda.” Now go to the specified web sites and define the terms. This may be done individually or in groups depending upon the number of computers available.
 * 2) Let’s review the sheet:
 * Which technique did your advertisers use to entice you to purchase the product?
 * Why do you feel that the advertiser chose that technique to sell the product?
 * Do you feel it is an effective means to sell products? Why or why not?
 * During the 19th century Handbills were an effective means to spread propaganda. What is a handbill and why might they be used in secret?


 * Activity #2 resources:**
 * Propaganda Techniques: http://www.sourcewatch.org/ index.php?title=Propaganda techniques
 * Propaganda Critic: http://www.propagandacritic. com/


 * Activity #3: Knowing the Know Nothings**
 * 1) Introduction to the Know-Nothing Party. Information from "Portrait of a Know Nothing Legislature" by Purdy (Power Point)
 * 2) In teams of two, analyze the **Constitution of the State Council of the American Party of Massachusetts 1855**. The class will be split into two groups with one group analyzing the document from the viewpoint of a nativist and the other from the point of view of a newly arrived immigrant. Please answer the questions:
 * What is your immediate reaction to the primary source?
 * What are your initial perceptions about Governor Henry Bradford of Massachusetts?
 * Do you think that Governor Bradford's platform meets the ideals of democracy, opportunity, equality, liberty and human rights?
 * How would you react to a similar law or statement by your government today?
 * 1) Using S.I.G.H.T. method, we will analyze some photographs depicting Irish Immigration in the mid-1800's.
 * 2) Using your knowledge of propaganda, in your teams of two discuss the following:
 * the modes of communication a political party or candidate might use to meet his constituents in the 1850's.
 * whether or not a handbill might be an effective mode of spreading a political message and if it could influence an electorate or draw people to a political party in this era.
 * 1) Analyze the political cartoon of the Pope and Public schools using S.I.G.H.T. method.
 * 2) In your groups from part 2, you will examine two forms of Massachusetts legislation passed during Governor’s Bradford’s tenure, with one group analyzing the laws from the viewpoint of a nativist and the other from the point of view of a newly arrived immigrant. Please answer the questions that follow the laws. Remember to answer these questions as a nativist or immigrant.
 * 3) 1855 Acts of Resolves Chapter 43 Fifth Article of Amendment: No public money to Catholic schools.
 * 4) 1855 Acts of Resolves Chapter 410: Only English version of Bible may be read in public schools.
 * What is your immediate reaction to this legislation?
 * How do these laws relate to your understanding of democracy, opportunity, equality, liberty and human rights?
 * Do these laws adhere to or violate the principles our American Ideals? Why or Why not?
 * Do you believe that these laws and political cartoons are targeting an alien group? Why or why not?
 * Why do you believe that the environment of the 1850's in Boston was ready for these laws?

__**S**can__ for important details: __**I**dentify__ the conflict or tension: __**G**uess__ the creator's intent or message: __**H**ear__ the voices: __**T**alk__ or write about your observations:
 * Activity #3 resources:**
 * SIGHT:**

Conclusion
As a class, we will discuss handbills and review their content as a reinforcement of the lesson.
 * Creating your own handbill/Political Cartoon. The Gallery of Handbills.**
 * You will create your own Handbill for either the Know Nothing Party OR an immigrant group who opposes the Know Nothing Party.
 * When creating your handbill, remember that visuals are powerful propaganda symbols.
 * On the due date of the handbills, you and your classmates will tape your handbills to the chalkboard creating a Gallery of Handbills.
 * You and your peers will examine and analyze all of the handbills in the Gallery and identify the handbills that you feel are most effective and accurate.
 * Using the Cartoon Analysis Worksheet, you will analyze a peers handbill.
 * As a class, we will discuss the handbills and come to a consensus of which handbill sends the most provocative and effective message about immigration.

Resources
>
 * 1) Propaganda Techniques: http://www.sourcewatch.org/index.php?title=Propaganda techniques
 * 2) Propaganda Critic: http://www.propagandacritic.com/
 * 3) S.I.G.H.T. by Edward O’Donnell 2009, www.EdwardTOdonnell.com


 * Primary Sources**
 * 1) Massachusetts Acts and Resolves 1855: Chapter 410, p. 810
 * 2) Massachusetts Acts and Resolves 1855: Chapter 43, p. 857
 * 3) Constitution of the State Council of the American Party of Massachusetts. August 7, 1855.
 * 4) Political Cartoons: Anti-Irish. Boston Public Library Archives. See Don's Primary Source Wiki page for call numbers
 * 5) Additional Anti-Catholic images can be found at @http://historyproject.ucdavis.edu/ic/standard/11.00/11.3_3.00


 * Know Nothing Constitution**
 * Massachusetts Acts and Resolves of 1855**


 * Secondary Sources**
 * 1) Dennison ,Keith & De Temple, Darelle. The Know Nothing and American Party. Hunterdon Central Regional High School: New Jersey.
 * 2) Purdy, Virginia. Portrait of Know Nothing Legislature: The Massachusetts General Court of 1855. Gardland Publishing: New York & London, 1989.

= 
 * Portrait of a Know-Nothing Legislature by V. Purdy, 1989**
 * Massachusetts Acts and Resolves**


 * Chap 410, p. 810 http://www.archive.org/stream/ actsresolvespass185455mass# page/810/mode/2up


 * Chap 43, p. __**9**__57 (somewhere it says p. 857) http://www.archive.org/stream/ actsresolvespass185455mass# page/956/mode/2up
 * 1854-1855 Mass Acts and Resolves online at: http://www.archive.org/ details/ actsresolvespass185455mass

Additional images can be found on Don's Primary Source Page

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