tlp-09-PPappavaselio-teacher

=Teacher-Side Lesson Plan=

Pete Pappavaselio, Chelsea High School
Pete's Primary Source Page Pete's Student-Side Lesson Plan

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

Standard(s):
1.28b Causes and impact of the wave of immigration in Northern Europe to America from 1840-1860

Guiding Question:
What were the reasons for the Temperance Movement?

Title:
Immigration and Temperance

Introduction:
The students will be taught about the Irish potato famine and how hundreds of thousands of desperate Irish people immigrated to the United States into communities like Chelsea. The lesson will focus on the reaction of "native" Americans already residing in these United States to this influx of immigrants, and will in particular center on the Temperance movement as a subtle way of speaking out and reacting to immigration. This lesson implements articles from two Chelsea newspapers from the 1840s that were focused on Temperance, time-specific political cartoons and drawings, and excerpts of a treatise on the merits of extending the 1852 Massachusetts Anti-Liquor Law, all in order to demonstrate anti-immigrant sentiment. The students will analyze these primary source documents, answer questions about them, and discuss what immigration was like for the Irish in the 1840s and 1850s.
 * //US History I://**

Within the context of the above-written lesson, the same group of students will analyze the actual 1852 Massachusetts Anti-Liquor Law, determine both its intended and unintended consequences, and discuss what movements exist today in response to the perception of over-immigration.
 * //Introduction to Law://**

Task:
Students will have analyzed the complex issue of immigration during the middle-part of the 19th century from the perspective of the nativists.

Lesson Process:
> You will read an article that points out problems that drinking can cause for families and society, an article that details progress of a fundraiser for famine stricken Ireland, and an article about foreign emigration from Ireland. Complete a worksheet.
 * 1) Briefly discuss with the teacher and your peers what immigration is like today, what it means to be an immigrant, and talk about what social hardships immigrants currently face. Then, each student will be assigned a different perspective to consider while analyzing the primary source documents. These perspectives will include that of an immigrant, an temperance movement activist, and that of a modern-day newspaper reporter.
 * 2) Listen and take notes on a lecture that provides an overview of the Irish famine.
 * 3) Examine a copy of the Chelsea Record [the newspaper that the students are familiar with, as it is still in print today], a Temperance newspaper from the 1840s. You will read the articles on the "Progress of Temperance" and complete a worksheet.
 * 4) Analyze specific articles from the Winnisimmit Pioneer, another Temperance newspaper that was printed in Chelsea.
 * 1) Analyze political cartoons and drawings from this time period by independently describing how each artist depicts immigration. You will use the S.I.G.H.T. Method.
 * 2) You will be broken up into groups and read excerpts from "50 Arguments for Sustaining the Massachusetts Anti-Liquor Law," with each group reading one pre-selected point. Each group will identify what problem that point is addressing, who is blamed for causing that problem, and how that particular point relates to immigrants and their perceived behavior.

Conclusion
You will have studied how nativist Americans viewed Irish-immigration and the fears they had about the Irish coming to America. In addition, you have learned how to peruse historical, primary source documents to search for information that may not be visible on the literal surface of one's writing.

Assessment
Essay: "Why do you think the Massachusetts 1852 Anti-Liquor Law was written? Is the law fair to the citizens of Massachusetts? Why or why not?


 * **Students will be**
 * able to......** || **Inadequate** || **Adequate** || **Good** || **Strong** ||
 * Identify the ways in which the temperance movement tried to restrict immigrants. || Students identify ways in which temperance affected immigrants, but can't explain how or why. || Students identify how temperance affected immigrants, but only draw from one primary source, or if with multiple sources, additional sources contain erroneous information. || Students identify information correctly from two primary sources. || Students identify information correctly from all primary sources. ||

Resources
 * 1) Excerpts from various issues of the Winnisimmit Pioneer.
 * 2) Excerpts from various issues of the Chelsea Record.
 * 3) Excerpts from 50 Arguments for Sustaining the Massachusetts Anti-Liquor Law.
 * 4) Political cartoons and paintings.
 * 5) [[file:tlp09-ppappavaselio-DrunkWorksheet.pdf | Drunkenness in Boston Worksheet]][[image:tlp09-ppappavaselio-wrksht1.gif caption="Drunkenness in Boston Worksheet"]]
 * 6) [[file:tlp09-ppappavaselio-TempWorksheet.pdf | Progress of Temperance Worksheet]][[image:tlp09-ppappavaselio-wrksht2.gif caption="Progress of Temperance Worksheet"]]
 * 7) [[file:SIGHTAnalysisWS_eform.pdf | S.I.G.H.T. Worksheet ]] by Edward O’Donnell 2009, www.EdwardTOdonnell.com[[image:fs1_09_sightanalysis_thumb.jpg caption="SIGHT Worksheet (Download PDF (52KB))"]]

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