tlp_10_kcullen

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US II.3
 * HIGH SCHOOL LESSON**
 * Standard**:

Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

What were the experiences of Italian immigrants in the North End of Boston in the late 19th and early 20th centuries?
 * Guiding Question**:

**Boston’s North End:** //Italian Life, Work & Play in the Early 1900s//
 * Title:**

Boston is a city full of history and charm. Few American cities can match the rich fabric of culture and history that seem to be on every street corner in Boston. Known as the //“Little Italy”// of Boston, the North End has a distinct feeling and atmosphere that is unique among Boston’s many neighborhoods.
 * Introduction:**

Today, at the start of the 21st century, the North End of Boston is thriving. Boasting over a hundred restaurants, several historical sites and many diverse shops, the North End is a thriving tourist center. Many of us have walked the narrow streets and window shopped for souvenirs, grabbed a slice at Pizzeria Regina’s or attended one of the cultural or religious festivals. But was the North End always as it is now?

Let’s go back in time to a hundred years ago. What was life like in the North End at the start of the 20th century? In this lesson you will examine maps, historic photographs and vintage newspaper stories documenting Italian immigrant life in the North End. Your job will be to analyze these primary sources in order to investigate what life was like for Italian immigrants in the North End in the early 1900s. You will present your findings to your classmates and we will hold a discussion regarding the significance of this information in understanding immigrant life in Boston a century ago.

In groups, you will analyze maps, photographs and vintage newspaper articles to assess the experiences of Italian immigrants in the North End of Boston in the late 19th/early 20th centuries.
 * Task:**

You will share your findings to the class in a presentation (based on the information learned during the groupwork activity) that explains how Italian immigrants lived and worked in Boston’s North End around the turn of the century. After the group work presentations a class discussion will be held to examine what we have learned about Italian immigrants, and by extension, what themes on immigration we have discovered through this lesson.

In this unit we have already looked at why immigrants came to America, and what thier initial experiences were like at places like Ellis Island and Angel Island. Now, in this lesson we want to examine another aspect of the immigrant experience. Specifically in this lesson we will investigate historical maps, images and newspaper articles to reach an understanding of how Italian immigrants lived and worked in the North End of Boston during the early 1900s.


 * Lesson Process:**

__Day 1 __

1. Students will be divided into groups of three. Groups will be given maps # 1- 10 of Boston’s North End from 1895. In their groups students must investigate the maps to see what they can figure out about the neighborhood, basically how do people live? Students should think about the following types of questions while analyzing the maps:

 [Download Boston North End Maps 1-10 PDF 4.9MB]
 * Where are residential buildings?
 * What businesses are in the area?
 * <span style="font-family: Georgia,serif; font-size: 13px;">What cultural institutions are in the neighborhood?
 * <span style="font-family: Georgia,serif; font-size: 13px;">What do the street layouts tell us about the space in the neighborhood?
 * <span style="font-family: Georgia,serif; font-size: 13px;">How close together are the buildings?
 * <span style="font-family: Georgia,serif; font-size: 13px;">What do the names tell you about the residents of the neighborhood?
 * <span style="font-family: Georgia,serif; font-size: 13px;">What can the maps tell you about the North End, and the lives people led there?

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. A brief, informal discussion will be held based on the groups’ findings.

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Next, students will examine several different period photographs in their groups. Students will fill out a photograph analysis worksheet and then use their answers to see what they can figure out about the North End. <span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. A brief, informal discussion will be held based on the groups’ findings.

__<span style="font-family: 'Georgia','serif'; font-size: 10pt;">Day 2 __

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Each group will be given three vintage //Boston Daily Globe// newspaper articles. Using a newspaper analysis worksheet, you will examine all of the newspaper articles to discover what they can learn about the work and life experiences of Italian immigrants in the North End of Boston circa 1900. <span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">
 * <span style="display: block; font-family: Georgia,serif; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">What did Italian immigrants do for work?
 * <span style="display: block; font-family: Georgia,serif; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">How did Italian immigrants practice cultural traditions/customs?
 * <span style="display: block; font-family: Georgia,serif; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">What insights do the newspaper articles tell you about the lives that Italian immigrants lived in the North End of Boston?

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">Students will be organized into groups of three. Each student group will examine three vintage newspaper articles as follows:

__<span style="font-family: 'Georgia','serif';">Group 1 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">April 23, 1900 - //North End's Population// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">March 6, 1902 - //In Aid of Immigrants// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">October 17, 1907 - //The Italian as an American//

__<span style="font-family: 'Georgia','serif';">Group 2 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">October 15, 1900 - //Growth of Boston's Italian Colony// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">January 9, 1903 - //Aiding Italians// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">November 24, 1907 - //Italian Laborers in New England//

__<span style="font-family: 'Georgia','serif';">Group 3 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">June 23, 1901 - //St. Leonard's of Port Maurice// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">February 8, 1903 - //To Help Italian Newcomers// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">December 1, 1907 - //Thrifty Italians Find Wealth Here//

__<span style="font-family: 'Georgia','serif';">Group 4 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">February 8, 1902 - //Commonwealth Brings in 762 Italian Immigrants// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">May 11, 1903 - //Its Aims Explained// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">June 12, 1908 - //The Italians in America//

__<span style="font-family: 'Georgia','serif';">Group 5 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">March 30, 1901 - //To Aid Italian Immigrants// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">April 7, 1902 - //Italians Predominate// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">May 7, 1906 - //In Aid of Italian Poor//

__<span style="font-family: 'Georgia','serif';">Group 6 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">April 3, 1901 - //To Aid Italian Immigrants// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">May 18, 1902 - //North End Needs// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">November 24, 1907 - //Italian Laborers in New England//

__<span style="font-family: 'Georgia','serif';">Group 7 __

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">November 23, 1901 - //Aiding Italian Immigrants// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">March 18, 1906 - //The Italian in America// <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">December 1, 1907 - //Thrifty Italians Find Wealth Here//

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"> [Use Adobe Reader to search articles using keywords.]

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Each group will then prepare a presentation to deliver to the class based on their findings. The presentations are based on their findings to the three questions that the students are asked uncover as they investigate their group's newspaper articles. The groups will be asked to prepare notes answering the three questions to share with the class.

__<span style="font-family: 'Georgia','serif'; font-size: 10pt;">Day 3 __

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Each group will present their findings on the experiences of Italian immigrants in the North End. <span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. After all presentations are complete, the class will hold a discussion summarizing what we have learned, and examine the larger themes about immigration uncovered in this lesson. Students will be expected to interpret and analyze what they have learned through examining the maps, photos and newspaper articles, and their classmates' presentations.

<span style="font-family: 'Georgia','serif'; font-size: 10pt;">The impact of immigrants on the United States and their assimilation into American life while maintaining their own cultural ties is one of the central stories in our nation’s history. Throughout this lesson you have been examining what life was like for Italian immigrants in Boston’s North End at the start of the 20th century in order to discover more specifically the many facets of immigration in America. <span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">How immigrants live, what they do for work, and how the practice their cultural traditions tells us not only about those immigrants, but also about America as well.
 * Conclusion:**


 * <span style="font-family: Georgia,serif; font-size: 13px;">What can our examination of immigration in the early 1900's tell us about immigration today?
 * <span style="font-family: Georgia,serif; font-size: 13px;">Are there any similarities between Italian immigrants’ experiences then and experiences of immigrants today?
 * <span style="font-family: Georgia,serif; font-size: 13px;">What lessons can we learn about America’s treatment of immigrants?

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">Discussions will be informally assessed as class work. Student presentations will be graded as a quiz. Also, on the unit ending test there will be a required short essay question on this activity.
 * Assessment:**

//<span style="font-family: 'Georgia','serif'; font-size: 10pt;">Sample short essay question //<span style="font-family: 'Georgia','serif'; font-size: 10pt;"> – How did Italian immigrants live in Boston’s North End around the turn of the century? What jobs did these immigrants have, and what do we learn about immigration through the experiences of these Italian immigrants?

immigrants in Boston's North End. || Student shows a full understanding and comprehension of Italian immigrants experiences. || Student shows understanding and comprehension of Italian immigrants experiences. || Student shows some understanding and comprehension of Italian immigrants experiences. || Student shows little understanding and comprehension of Italian immigrants experiences. || 25 % || understanding of immigrants and immigration in US history. || Student shows a full understanding and comprehension of immigrants and immigration. || Student shows understanding and comprehension of immigrants and immigration. || Student shows some understanding and comprehension of immigrants and immigration. || Student shows little understanding and comprehension of immigrants and immigration. || 25 % ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">// STUDENTS WILL BE ABLE TO… // || <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">// STRONG // || <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">// GOOD // || <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">// ADEQUATE // || <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">// INADEQUATE // || <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">// WEIGHTING // ||
 * Examine historical documents. || Student completely and fully examines documents to gain understanding of the historical topic. || Student partially examines documents to gain understanding of the historical topic. || Student examines documents to gain understanding of the historical topic. || Student hardly examines documents to gain understanding of the historical topic. || 25 % ||
 * Give oral presentation. || Student gives a presentation that answers all required questions completely and fully. || Student gives a presentation that answers all required questions and shows a partial understanding of the topic. || Student gives a presentation that answers all required questions but does not show complete understanding of the topic. || Student gives a presentation that does not answer all required questions, and does not show understanding of the topic. || 25 % ||
 * Understand experiences of Italian
 * Relate knowledge to a larger


 * Resources:**

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">Maps of Boston’s North End circa 1900s

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">Photographs of Boston’s North End (1890s – 1910)

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">Newspaper Articles (1890 -1910)
 * <span style="font-family: Georgia,serif;">Boston Globe Articles - [[file:ps10-kcullen-boston-globe.pdf]]
 * Boston Globe Italian Aid Articles - [[file:ps10-kcullen-italian-aid.pdf]] [[file:ps10-kcullen-italian-aid_OCR.pdf]] [Searchable with Adobe Reader text]

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">Photograph Analysis Worksheet []

<span style="font-family: 'Georgia','serif'; font-size: 10pt; margin: 0in 0in 0pt;">Newspaper Analysis Worksheet []

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