tlp_09_ppappavaselio

=Teacher Lesson Page=

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

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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 was the relationship between the Temperance movement and immigration?

Title:
A study of Immigration and Temperance in the mid-1800's.

Introduction:
Beginning in the mid 1840's, the Irish potato famine caused hundreds of thousands of desperate Irish people to immigrate to the United States. These immigrants settled in many east coast communities including Chelsea, Massachusetts. How did many "native" Americans, those who already resided in these communities, react to the influx of immigrants?
 * //US History I://**

In this lesson, you will learn about the Temperance movement and how it was a subtle way of speaking out and reacting to immigration. Two Chelsea newspapers from the 1840's, the Chelsea Record and the Winnisimmit Pioneer, were focused on Temperance. Using articles from these papers as will as other primary sources, you will learn about the Temperance movement and its position on immigration and ultimately learn what the political and social climate was for Irish immigrants settling in Chelsea in the 1840s and 1850s.

You will also 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:
The Temperance Movement began in the 1840's as a response to the increasing number of immigrants moving into the Boston area. Nativists were worried about the changes that these immigrants might bring to their way of life. Through the use of primary sources, most notably the newspapers //The Chelsea// //Record// (which is still in print today) and the //Winnisimmit Pioneer//, you will analyze the complex issue of immigration and its effects on Chelsea in the middle-part of the 19th century. In this exploration, you will to view the Temperance Movement from either the perspective of the nativists, an immigrant of the day, or a modern day newspaper reporter and as a final product you will create an essay that answers the question, "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?"

Lesson Process:
> These articles include 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 the.
 * 1) As a class, you will discuss the following questions:
 * 2) What is immigration like today?
 * 3) What does it mean to be an immigrant?
 * 4) What social advantages and hardships do immigrants today face?
 * 5) You will be assigned a different perspective to consider while analyzing the primary source documents throughout this lesson. These perspectives include that of an immigrant, a temperance movement activist, and that of a modern-day newspaper reporter.
 * 6) Listen and take notes on a lecture that provides an overview of the Irish famine.
 * 7) Using your perspective assigned in step 2, examine a copy of the //Chelsea Record//, a Temperance newspaper from the 1840s. Read the articles on the "Progress of Temperance" and complete the [[file:tlp09-ppappavaselio-TempWorksheet.pdf | Progress of Temperance Worksheet]].
 * 8) Your teacher will ask you to read and analyze specific articles from the //Winnisimmit Pioneer//, another Temperance newspaper that was printed in Chelsea.
 * 1) Using the [[file:SIGHTAnalysisWS_eform.pdf | S.I.G.H.T. Worksheet ]], analyze political cartoons and drawings from this time period by independently describing how each artist depicts immigration.
 * 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.
 * 3) From the perspective which you were assigned in step 2 (immigrant, temperance movement activist or modern-day newspaper reporter), write an essay in which you answer the questions:
 * Why do you think the Massachusetts 1852 Anti-Liquor Law was written?
 * Do you believe that this law is fair to the citizens of Massachusetts? Why or why not?

Conclusion
After completing this lesson, you should have a better understanding of how nativist Americans viewed Irish-immigration in the 1840's and 1850's. Many of these nativists feared the changes that could and did happen with the Irish coming to America. You should also better understand the reasons behind the Temperance movement and some of the legislation that happened because of this movement. In addition, you will 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

 * **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.

1. and 2. Winnisimmit Pioneer and Chelsea Record Newpapers
To view these scans and photographs to size, right click the appropriate graphic and select "View Image." At that point the newsprint becomes very legible, particularly if you magnify the image to proper size.

see larger versions on Pete's Primary Source Page
 * 3. Excerpts from //- Fifty Arguments in Favour of Sustaining and Enforcing the Massachusetts Anti-Liquor Law//** by Rufus Wheelwright Clark, 1853.
 * Title || Fifty Arguments in Favour of Sustaining and Enforcing the Massachusetts Anti-Liquor Law ||
 * Author || [|Rufus Wheelwright CLARK] ||
 * Publisher || J. P. Jewett & Co., 1853 ||
 * Length || 47 pages ||
 * Google Books URL || http://books.google.com/books?id=sYNcPQAACAAJ&dq=Fifty+Arguments+for+Sustaining+the+Massachusetts+Anti-Liquor+Law&ei=T2dsS4WyDYfsyASLneStDg&client=firefox-a&cd=2 ||





See larger versions on Pete's Primary Source Page RUM. __Brutal Attack on the Police__ "THE DAY WE CELEBRATE." __Irish Riot__ BLOOD -- Th. Nast
 * 4. Political Cartoons**

Worksheets

 * 1) [[file:tlp09-ppappavaselio-DrunkWorksheet.pdf | Drunkenness in Boston Worksheet]][[image:tlp09-ppappavaselio-wrksht1.gif caption="Drunkenness in Boston Worksheet"]]
 * 2) [[file:tlp09-ppappavaselio-TempWorksheet.pdf | Progress of Temperance Worksheet]][[image:tlp09-ppappavaselio-wrksht2.gif caption="Progress of Temperance Worksheet"]]
 * 3) [[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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