tlp_11_rdrayer

=Teacher Page (Student Side)-- Rebecca Drayer =

Teacherside

Lesson Plan
**State Standards:** USI.15 USII.6 **Grade Level: 8th**

**Essential Question:** How have immigrants responded to pressures to assimilate?

**Lesson Question:** How are political immigration restriction opinions developed and effect federal legislation?

**Introduction:** It’s 1916 and you are taking part in a congressional hearing at the Capitol building in Washington DC on the matter of //immigration restriction//. The Committee of Immigration and Naturalization is exploring its options on whether to restrict the number immigrants coming into the United States. The room is unbearably hot and humid as you wait your turn to speak to committee. You are nervous, but you have a passionate argument on the matter of immigration so you will put your fears aside to voice your opinion. August is a week away, the House must complete its bill on immigration restriction and get it to President Woodrow Wilson's desk before Congress' recess.

**Task:** You will assume the role of a member of the House of Representative or of expert witness and articulate a formal position on whether immigration restriction should be enforced. You will prepare a statement to be read to the committee in immigration restriction. If you are for immigration restriction, you will develop one method to reduce immigration into the United States. If you are against immigration restriction, you will create on method to facilitate immigration assimilation.

**Lesson Experiences:**

__**<span style="font-family: Georgia,serif;">Day 1 **__ <span style="font-family: Georgia,serif;">Examine the information on immigration restriction from Digital History at this link. Your teacher will provide background information on Immigration Restriction. <span style="font-family: Georgia,serif;">Make sure you capture the important historical information about each of the following terms. (There is a list of terms with links below to help you.)

<span style="font-family: Georgia,serif;">**__Vocabulary Priming__** <span style="font-family: Georgia,serif;">Henry Cabot Lodge <span style="font-family: Georgia,serif;">Grace Abbott <span style="font-family: Georgia,serif;">Settlement House <span style="font-family: Georgia,serif;">Immigration Restriction League <span style="font-family: Georgia,serif;">1917 Immigration Act <span style="font-family: Georgia,serif;">Literacy Test

<span style="font-family: Georgia,serif;">Then you will be assigned a position for or against immigration restriction. Half of the class will be for and half will be against.

__**<span style="font-family: Georgia,serif;">Day 2 **__ <span style="font-family: Georgia,serif;">Today research Immigration Restriction using primary source material using documents based questions and bucket activity. Read your document and then complete the "Written Document Analysis" sheet. Bucketing instructions are in the handout titled "Bucketing."

<span style="font-family: Georgia,serif;">//Document Analysis//

//<span style="font-family: Georgia,serif;">Bucket Activity //

<span style="font-family: Georgia,serif;">

<span style="font-family: Georgia,serif;">**Document 1:**

<span style="font-family: Georgia,serif;">"Restriction of Immigration-Committee of Immigration and Naturalization, House of Representatives"

<span style="font-family: Georgia,serif;">**Document 2:**

<span style="font-family: Georgia,serif;">"Constitution of the Immigration Restriction League"

<span style="font-family: Georgia,serif;">**Document 3:**

<span style="font-family: Georgia,serif;">"The Restriction of Immigration" (1909) Henry Cabot Lodge

<span style="font-family: Georgia,serif;">**Document 4:**

<span style="font-family: Georgia,serif;">The Injustice of a Literacy Test for Immigrants

__**<span style="font-family: Georgia,serif;">Day 3 **__ <span style="font-family: Georgia,serif;">Research continued. Pull/Gather information together and began to formulate statement of position.

__**<span style="font-family: Georgia,serif;">Day 4 **__ <span style="font-family: Georgia,serif;">Prepare your statement for the Congressional committee hearing. <span style="font-family: Georgia,serif;">Students for immigration restriction must create one method to reduce immigration into the United States. <span style="font-family: Georgia,serif;">Students against immigration restriction must create one method to facilitate immigration assimilation. <span style="font-family: Georgia,serif;">Create posters for hearing supporting your presenters' position.

__**<span style="font-family: Georgia,serif;">Day 5 **__ <span style="font-family: Georgia,serif;">Congressional Hearing/Oral Presentation will be today. <span style="font-family: Georgia,serif;">Today you will present both sides, for and against immigration restriction. <span style="font-family: Georgia,serif;">Each side will be given twenty minutes to present its position. <span style="font-family: Georgia,serif;">At the end of the presentations, the whole group will meet as a committee of the whole. As a group you will vote whether restrict immigration or not. <span style="font-family: Georgia,serif;"> What will be the final recommendation of the Committee?

<span style="font-family: Georgia,serif;">**Conclusion:** The process you have simulated was experienced by Congress in 1917. Woodrow Wilson vetoed the 1917 Immigration Restriction Act, yet Congress overrode his veto and passed the Act anyway. All adult immigrants over the age of 16 were required to take a literacy test. With this test, immigrants were required to show knowledge of 40 words in order to legally enter the United States of America. The act also prevented Asians, excluding Japanese and Philippinos, from immigrating to the United States. Given what you have learned, do you agree with the Congress or the President?

<span style="font-family: Georgia,serif;">**Assessments:** <span style="font-family: Georgia,serif;">Document Based Activity

<span style="font-family: Georgia,serif;">Bucket Activity <span style="font-family: Georgia,serif;">

<span style="font-family: Georgia,serif;">Congressional Hearing/Oral Presentation <span style="font-family: Georgia,serif;">Poster

<span style="font-family: Georgia,serif;">Assessment Rubric

<span style="font-family: Georgia,serif;">as opposed or for immigration <span style="font-family: Georgia,serif;">restriction. || <span style="font-family: Georgia,serif;">Oral Statement is organized, <span style="font-family: Georgia,serif;">well spoken, and demonstrated <span style="font-family: Georgia,serif;">strong higher order thinking skills <span style="font-family: Georgia,serif;">and based on primary and secondary <span style="font-family: Georgia,serif;">sources. Has little ton none grammatical errors. || <span style="font-family: georgia,serif;">Oral Statement is organized,well spoken, and demonstrated <span style="font-family: Georgia,serif;">strong higher order thinking skills <span style="font-family: Georgia,serif;">and based on primary and secondary <span style="font-family: Georgia,serif;">sources. Has few grammatical errors. || <span style="font-family: Georgia,serif;">Oral Statement is organized, <span style="font-family: Georgia,serif;">well spoken, and includes main <span style="font-family: Georgia,serif;">points and based on primary and secondary <span style="font-family: Georgia,serif;">sources. Has minor grammatical errors. || <span style="font-family: Georgia,serif;">Oral Statement is organized,well spoken, and <span style="font-family: Georgia,serif;">includes main points and based on <span style="font-family: Georgia,serif;">primary and secondary <span style="font-family: Georgia,serif;">sources. Has several grammatical errors. ||  || <span style="font-family: Georgia,serif;">Bucket Activity and Document Based <span style="font-family: Georgia,serif;">Questions || <span style="font-family: Georgia,serif;">Analysis worksheets are organized, thoughtfully written, and <span style="font-family: Georgia,serif;">demonstrates strong higher order thinking skills. Has little to none <span style="font-family: Georgia,serif;">grammatical errors. || <span style="font-family: Georgia,serif;">Analysis worksheets are organized, thoughtfully written, and demonstrates some higher order thinking skills. Has few grammatical errors. || <span style="font-family: Georgia,serif;">Analysis worksheets are organized, thoughtfully written, and includes main points. Has minor grammatical errors. || <span style="font-family: Georgia,serif;">Analysis worksheets are organized and includes main points. Has several <span style="font-family: Georgia,serif;">grammatical errors. ||  || <span style="font-family: Georgia,serif;">on Immigration Assimilation || <span style="font-family: Georgia,serif;">Posters clearly illustrates message of the Presenter. || <span style="font-family: Georgia,serif;">Posters <span style="font-family: Georgia,serif;">illustrates message <span style="font-family: Georgia,serif;">of the Presenter. || <span style="font-family: Georgia,serif;">Posters looselyillustrates message <span style="font-family: Georgia,serif;">of the Presenter. || <span style="font-family: Georgia,serif;">Posters carelesslyillustrates message <span style="font-family: Georgia,serif;">of the Presenter. ||  ||
 * <span style="font-family: Georgia,serif;">You will be able to.... || <span style="font-family: Georgia,serif;">Strong || <span style="font-family: Georgia,serif;">Good || <span style="font-family: Georgia,serif;">Adequate || <span style="font-family: Georgia,serif;">Inadequate || <span style="font-family: Georgia,serif;">Weighting ||
 * <span style="font-family: Georgia,serif;">Present a written oral statement
 * <span style="font-family: Georgia,serif;">Identify fact versus opinion using
 * <span style="font-family: Georgia,serif;">Create posters based on your position

<span style="font-family: Georgia,serif;">**Resources**

<span style="font-family: Georgia,serif;">**Terms to research:**

<span style="font-family: Georgia,serif;">Henry Cabot Lodge

<span style="font-family: Georgia,serif;">Grace Abbott

<span style="font-family: Georgia,serif;">Settlement House

Short definition

Longer Definition

<span style="font-family: Georgia,serif;">Immigration Restriction League

<span style="font-family: Georgia,serif;">Literacy Test

<span style="font-family: Georgia,serif;">**Documents:** <span style="font-family: Georgia,serif;">**Document 1:**

<span style="font-family: Georgia,serif;">"Restriction of Immigration-Committee of Immigration and Naturalization, House of Representatives"

<span style="font-family: Georgia,serif;">**Document 2:**

<span style="font-family: Georgia,serif;">"Constitution of the Immigration Restriction League"

<span style="font-family: Georgia,serif;">**Document 3:**

<span style="font-family: Georgia,serif;">"The Restriction of Immigration" (1909) Henry Cabot Lodge

<span style="font-family: Georgia,serif;">**Document 4:**

<span style="font-family: Georgia,serif;">The Injustice of a Literacy Test for Immigrants

Document Analysis Worksheet also is available at the National Archives and Records Administration's site: Document Analysis Worksheets.

<span style="font-family: Georgia,serif;">Teacher Side

<span style="font-family: Georgia,serif;">Additional Resources
Digital History -- "Immigration Restriction"

U.S. Immigration Legislation Online http://library.uwb.edu/guides/usimmigration/USimmigrationlegislation.html http://library.uwb.edu/guides/usimmigration/1917_immigration_act.html

Settlement House definitions http://www.charlessettlementhouse.org/index.php?view=article&catid=46%3Afrequently-asked-questions&id=54%3Awhat-is-a-settlement-house&option=com_content&Itemid=61 http://encyclopedia.chicagohistory.org/pages/1135.html

<span style="font-family: Georgia,serif;">1917 Immigration Act http://www.spartacus.schoolnet.co.uk/USAE1917A.htm

http://www.history.com/this-day-in-history/immigration-act-passed-over-wilsons-veto

Literacy Test for Immigrants: A Debate (Google Books) http://books.google.com/books?id=7SZPAAAAYAAJ&pg=PA19#v=onepage&q&f=false

Immigration Timeline http://www.unc.edu/~perreira/198timeline.html

<span style="font-family: Georgia,serif;">RESEARCH
<span style="font-family: Georgia,serif;">Lesson Planning 4 - Primary Source Research Log

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