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Deborah Vose Teacher Lesson Page (Student Side)
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US11.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese in last 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.
 * Standard**:

What steps did immigrants take toward becoming American, while retaining their identity and traditional values? What do immigrants' possessions and home furnishings reveal about the jobs they obtained in an increasingly industrialized U.S.? What do immigrants' possessions and furnishings reveal about how they combined their native cultural identity with their new life in the U.S.?
 * Guiding Question**:

If These Walls Could Talk: Examining Chinese & Jewish Immigrants' Possessions for Clues About Their Occupations, Ethnic Identity, & Values
 * Title:**

The Industrial Revolution introduced mechanized transportation, such as the Transcontinental Railroad, mass production in factories, such as Lowell's textile mills, and the 'finish work' in sweat shops and tenement apartments--all a drastic shift from the manual labor of farmers and craftsmen such as tailors and shoemakers. With these changes in mind, you will examine the connection that immigration had with the rise of industry, as well as the expanding work opportunities that drew immigrants to the U.S. Imagine how hard it must have been to leave behind familiar things—language, food, culture, customs, clothing, and physical environment—and head to a new country. Consider some of the factorsthat persuaded immigrants to leave their native countries, and what may have pulled them to the U.S. Then consider what these immigrants could bring with them and what they could afford to buy here. Imagine you are an East European Jewish or Chinese immigrant to the United States c. 1900 -- what possessions would you have in your home and what would these reveal about your life?
 * Introduction:**

As a member of an immigrant family, you can only carry a limited number of items when you leave for a new life in America. Keep in mind that you will have little money to acquire what you need to furnish your new lodgings and to perform your new job in the U.S. As a group, you and your classmates will represent one immigrant family and construct a diorama of a Jewish family's tenement apartment. Then you will represent a different immigrant family. In pairs, or groups of three, you will next construct dioramas of Chinese immigrant apartments or other types of lodging. As you select items for the dioramas, keep in mind that their possessions reveal much about what their everyday lives were like, what they could afford, and what jobs they were able to obtain. Most of these immigrants had limited English or none at all; can their possessions speak for them? As we look at historic images, what do the interiors reveal about the past and present of the occupants who lived and worked there? What would we choose as typical, and why?
 * Task:**

You and your classmates will review what you recall about the push-pull factors that sent waves of immigrants to the U.S between 1880 and 1920. You will view the first of two PowerPoints that presents a summary of the most common push-pull factors for those immigrants. For additional primary sources that reveal more about immigrants' lives, you may browse through books that will be provided. Pages that feature letters, posters, photos, newspaper articles and political cartoons will be pages indicated. Please pay particular attention to what they reveal about the types of jobs that drew immigrants to the U.S. and to the belongings they carried to the U.S. that reflect their native cultures and religions.
 * Day 1**

Click on the link below for more images, background information and a timeline about Chinese Immigration to the U.S. 1880-1912:



Next you will explore Scholastic’s Interactive Ellis Island site: http://teacher.scholastic.com/activities/immigration/tour/ and an interactive site about Angel Island: http://www.poeticwaves.net/. Pay close attention to the clothing immigrants wear, and the items they carry as they travel to the U.S.

Then you and your fellow students will brainstorm ideas about: 1) what you would carry if you had to permanently move to another country, and 2) what immigrants would need for their jobs and what they have in their households that may reflect their cultural/ethnic/religious heritage.

You will watch the second part of a PowerPoint that focuses on immigrants' home and work in the U.S. Please look for evidence that immigrants combined possessions from home with items obtained in America. Pay particular attention to clothes worn, or items needed to perform their new industrialized jobs. Immigrants not only had to adjust to communicating in English and to American culture and customs, but many of them were also engaged in some sort of a mechanized work for the first time. Many had been living in small villages and towns, or on family farms, so adjusting to densely populated urban areas presented another sort of challenge.
 * Day 2**

Use the attached S.I.G.H.T. analysis sheet to determine which primary source images are the most helpful. This will prepare you for the tasks of creating dioramas of immigrants' apartments and lodgings. Concentrate on the items that connect immigrants to their industrial jobs at the turn of the 20th century, and also pay attention to things that show a connection to their native culture, religion, etc.



With your classmates, you will also discuss textile and furniture materials, appliances, and technology available during this 40 year span of 1880 to 1920. You will help identify specific equipment and clothing required for different sorts of factory work, manual labor and piecework done at home by immigrants. To help you, look at photos from the Tenement Museum of their exhibit of the Levine Family, circa 1897, at 97 Orchard Street, NYC. The Levines made garments (piecework) from their home. What do you see?

Here is some information about rents and wages, tenement living, and housekeeping in the tenements from the Lower East Side Tenement Museum to give you some additional background if you need it.

For some more ideas about items typical in a home in China, look at the online exhibit of "Belongings"of the Yin Yu Tang House at the Peabody Essex Museum (MA). Note that some items are more recent than our time period and should not be included. What do you see and what would be brought with you to America?

What items would be typical in an immigrant home between 1880 and 1920? Today you will examine a collection of miniature furnishings and household items, fabrics, and craft materials available to create dioramas. Use the data recorded on the S.I.G.H.T. analysis sheet to select items that demonstrate your knowledge about the work commonly performed by Jewish immigrants from Eastern European. Use photos and your prior knowledge to select or create items that reveal the occupation, culture (including religion) and ethnic background through the clothing and home furnishings for each of these two immigrant groups. Please keep in mind that this is a time when indoor plumbing and radios were considered a luxury, and television had not yet been invented.
 * Day 3**

Working cooperatively, you and your cla﻿ssmates will put together a diorama of an East European Jewish immigrant family’s tenement apartment. If you were a member of this family, what would be present and why?

This first diorama will serve as a model and inspiration when you work on your individual dioramas for your second group, of Chinese immigrants. Working with one or two partners, select 8 items that reflect Chinese immigrants’ ethical/cultural religious values, and their typical occupations. Then begin assembling dioramas of the lodgings of this group. If this were your home, what would be present in it and why?

You will continue working on dioramas, and will begin to fill out a 2 column worksheet listing the reasons for including each item. 
 * Day 4**

You will have 10 minutes to finish your diorama, and then you will join the entire class in evaluating and discussing them individually. What is in your "home" (diorama) and why? You will provide two reasons why you included at least eight of the items, and two reasons why two items are not included.
 * Day 5**

Then you will participate in crafting a statement, summarizing what you have learned. It should include at least 5 facts about immigration between 1880 and 1920, and must mention the following topics: the Industrial Revolution, one way that many Chinese retained an aspect of their cultural identity, and at least one obstacle they faced in "becoming American."

How do the dioramas of your two groups compare? Comparing the dioramas should clarify the similarities and differences between the two groups which you are representing. What choices did you make when constructing these interiors? What choices did the people who lived there have? How did their possession reflect their lives?

Conclusion: The Industrial Revolution affected people all over the world. There was a radical shift in the way people lived and worked in countries that were being industrialized, but there was also an upheaval worldwide as huge numbers of immigrants left their native countries, often to escape poverty or persecution, to live and work in urban areas of the U.S. and other developed nations. The U.S. Industrial Revolution owes its success to the enormous number of immigrants who contributed human capital to the radical shift in the way work was performed. Americans often use the term 'melting pot' to describe their national identity. The multicultural ideal results from immigrants' efforts to become American, while also retaining valued aspects of their ethnic identities and religious beliefs. The process of assimilation has been happening continuously throughout America's history, and continues to shape the national identity of the U.S. today. As we look at what the images of homes from our history, what do the interiors reveal about the past and present of the occupants who lived and worked there? What do the things we carry and keep with us reveal about our work, our culture, our past, and our lives today?

//Assessment://

**appropriate furnishings, job-related clothing and tools** || Appropriate materials were selected & imaginatively modified to help create accurate replicas of immigrants' households. || Appropriate materials were selected that helped create accurate replicas of immigrants' <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">households. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">Appropriate materials <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">were selected <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">that helped create <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">adequate replicas of <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">immigrants' <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">households || Inappropriate &/or an inadequate number of materials were selected to help create a replica of immigrants' households. || 20% || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">accurately reflect the <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">time period, as well as the immigrants'o <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">ccupation and <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">ethnic background || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">6-7items that <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">accurately reflect the <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">time period, as well as the <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">immigrants' occupation and <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">ethnic background <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">of the || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">4-5 items that <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">accurately reflect the <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">time period, as well as the <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">immigrants' occupation and <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">ethnic background || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">3 or fewer items that accurately <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">reflect the <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">time period, as well as the immigrants' occupation & <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">ethnic back- <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">ground || 25% || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal;">**explanations for all selections** || 2+ accurate, documented reasons for inc﻿luding 8+ of the items are <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 12px;">provided on individual index cards || 2+ accurate, documented reasons for including 6-7 of the items are provided on individual index card s || 2+ accurate, documented reasons for including 4-5 of the items are provided on individual index card s || 2+ accurate, documented reasons for including 3 or fewer of the items are provided on individual index cards || 20% ||
 * <span style="display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">STUDENTS WILL BE ABLE TO… || <span style="display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">STRONG || <span style="font-family: 'Times New Roman',Times,serif; font-size: 14px;">GOOD || <span style="display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">ADEQUATE || <span style="display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">INADEQUATE || <span style="display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">WEIGHTING ||
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal;">**Choose &/or Create**
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal;">**Select accurate personal & household details and furnishings** || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Includes 8+ items that
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal;">**Write accompanying**
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal;">**Demonstrate an understanding of immigrant occupations during the Industrial Revolution** || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Ample evidence of work done by immigrants in the clothing, and tools in their living spaces || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Some evidence of work done by immigrants in clothing, and tools s in their living spaces || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Minimal evidence of work done by immigrants in clothing, and tools s in their living spaces || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">No evidence of work done by immigrants in clothing, and tools s in their living spaces || 25% ||
 * **Participation** || Consistently works well with others || Usually works well with others || Sometimes works well with others || Rarely works well with others || 10% ||
 * **Participation** || Consistently works well with others || Usually works well with others || Sometimes works well with others || Rarely works well with others || 10% ||

//Resources://

<span style="font-family: 'Comic Sans MS',cursive;">Anderson, Dale. __//Chinese Americans//__. Milwaukee, WI, World Almanac, 2007.

<span style="font-family: 'Comic Sans MS',cursive;">Anderson, Dale. __//Chinese-American: American Immigrants//__. Vero Beach, FL, <span style="font-family: 'Comic Sans MS',cursive;">Rourke Publishing, 2008.

<span style="font-family: 'Comic Sans MS',cursive;">Anderson, Dale. __//Jewish Americans.//__ Milwaukee, WI, World Almanac, 2007.

<span style="font-family: 'Comic Sans MS',cursive;">Byers, Ann. __//The History of U.S. Immigration: Coming to America//__. Berkeley Heights, <span style="font-family: 'Comic Sans MS',cursive;">NJ, Enslow Publishers, 2006

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 21px;">http://www.poeticwaves.net/

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 21px;">http://teacher.scholastic.com/activities/immigration/tour/

<span style="font-family: 'Comic Sans MS',cursive;">Hopkinson, Deborah. S__//hutting out the sky: Life in the tenements of New York.//__ <span style="font-family: 'Comic Sans MS',cursive;">1880-1924. NY, Orchard Books, 2003.

<span style="font-family: 'Comic Sans MS',cursive;">O'Donnell, Edward T. __//S.I.G.H.T. Analysis Sheet//__. Worcester, MA, Holy Cross College, 2009.

<span style="font-family: 'Comic Sans MS',cursive;">Perl, Lila. T__//o the Golden Mountain: the Story of the Chinese Who Built the Transcontinental//__ <span style="font-family: 'Comic Sans MS',cursive;">__//Railroad. Great Journeys//__ (series). Benchmark Books, 2002.

<span style="font-family: 'Comic Sans MS',cursive;">Shea, Therese. __//Immigration to America: Identifying different points of view about an//__ <span style="font-family: 'Comic Sans MS',cursive;">__//issue//__. New York, Rosen Publishing, 2006

<span style="font-family: 'Comic Sans MS',cursive;">Steffof, Rebecca. __//A Century of Immigration, 1820-1924.//__ New York, Marshall <span style="font-family: 'Comic Sans MS',cursive;">Cavendish, 2007.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">//PowerPoint Resources//

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">“Cellar Tenement,” Women’s Municipal League Photo, 1914, No. 24-J58

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Conwell, Col. Russell H. “Why the Chinese Emigrate, and the Means They Adopt for the Purpose of Getting to America.” W??? and H??? Lee and Shepard, n. d.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px; margin: 0px; padding: 0px;">Frenzeny & Tavernia. “Emigrant Wagon—on the Way to the Railway Station” //__Harper’s Weekly__//, Oct. 25, 187?, p. 940.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px; margin: 0px; padding: 0px;">H. Harrah, S.C. “On Board an Emigrant Ship,” __//The Graphic//__. Dec 2, 1871.

[]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">http://loc.gov/pictures/resource/cph.3b

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">http://www.migrationinformation.org/datahub/charts/immigration18202007mils.jpg

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px; margin: 0px; padding: 0px;">http://www.angelfire.com/ns/immigration/

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px; margin: 0px; padding: 0px;">@http://library.thinkquest.org/20619/Chinese.html

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">“The Result of the Immigration from China,” New York, T. W. Strong, n. d.

<span style="font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Riis, Jacob A. __//How the Other Half Lives; Studies Among the Tenements of New York; With//__ <span style="font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">__//Illustrations Chiefly From Photographs Taken by the Author//__.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: normal;">Sandler, Martin J. __//Immigrants: A Library of Congress Book//__. New York, HarperCollins Publisher, 1995.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">__//Yankee Notions//__, Vol. VIII, #3, p. 65

Worksheets




PowerPoint #2 Images (from BPL below) (additional images in Slideshow)

 * [[image:ps10_inthesteerage_emigrants_engrv-0003.jpg height="534" caption="In the Steerage from the Atlantic Almanac 1871. The Image from the Boston Public Library Print Room - Photo by Bob Simpson"]] ||
 * In the Steerage from the Atlantic Almanac 1871. The Image from the Boston Public Library Print Room - Photo by Bob Simpson ||


 * [[image:ps10_tenement_bed_photo-9972.jpg caption="An image of a bedroom in a North End tenement. Image courtesy of the Boston Public Library Print Department.  Photo by Bob Simpson"]] ||
 * An image of a bedroom in a North End tenement. Image courtesy of the Boston Public Library Print Department. Photo by Bob Simpson ||


 * [[image:ps10_2w_man_smoking_photo-9977.jpg caption="Immigrants making lace and smoking from a hookah. Image courtesy of the Boston Public Library Print Department.  Photo by Bob Simpson."]] ||
 * Immigrants making lace and smoking from a hookah. Image courtesy of the Boston Public Library Print Department. Photo by Bob Simpson. ||


 * [[image:ps10_emigrant_wagon-9964.jpg height="542" caption="The Emigrant Wagon - On the Way to the Railway Station photo: rsimpson"]] ||
 * The Emigrant Wagon - On the Way to the Railway Station photo: rsimpson ||


 * [[image:ps10_emigrant_ship-9956.jpg height="613" caption="On Board An Emigrant Ship photo: rsimpson"]] ||
 * On Board An Emigrant Ship photo: rsimpson ||


 * [[image:ps10_chinese_depart_Amr-9961.jpg height="669" caption="Chinese Departing for America photo: rsimpson"]] ||
 * Chinese Departing for America photo: rsimpson ||


 * [[image:ps10_chinese_emigrant-9969.jpg height="693" caption="The Chinese Emigrant photo: rsimpson"]] ||
 * The Chinese Emigrant photo: rsimpson ||


 * [[image:ps10_cellar_tenement-9974.jpg height="595" caption="Cellar Tenement Women's Municipal League"]] ||
 * Cellar Tenement Women's Municipal League ||


 * [[image:ps10_yankee_notions_masthead-0043.jpg caption="Yankee Notions March 18?? vol V11, no3 photos: rsimpson"]] ||
 * Yankee Notions March 18?? vol V11, no3 photos: rsimpson ||



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