tlp_09_CLegare

= Teacher Lesson Page =

Coryne Legare, Malden High School
= =  Coryne's Primary Source Page

Unit Essential Question:
How did immigration affect American conceptions of “We the People? Lesson Essential Questions: How did natives view and respond to Irish immigration to America? What is Nativism? How does immigration affect the idea of “We the People”? Does Nativism exist today in the 21st Century?

Standard(s):
USI.28B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s

Guiding Question:
What is the essence of Nativism? and does Nativism exist today?

Title:
Nativism Then and Now: The Irish Immigrant Experience in the late 1800's and The Immigrant Experience Today.

Introduction:
In the 1840s and 1850s large waves of immigrants, especially Catholic immigrants, arrived in the United States, sparking widespread anti-immigration sentiment. By 1860, the United States was home to nearly 3 million Irish and German immigrants. Due to their unfortunate economic status, the poor Irish Catholics were faced with constant discrimination. This attitude toward the Irish was expressed openly by Nativists who felt threatened for a variety of reasons by the new immigrants. This discrimination took many forms in 1860’s pop culture including newspaper editorials, songs, billboards, advertisements, posters, and political cartoons. Through policies of exclusion and exploitation immigrants remained on the fringe of who “We the People” constituted -unable to gain full access to the rights of citizenship and cultural acceptance. In lieu, Nativist sentiments were allowed a place in American culture and identity, and were arguably woven into the very fabric of what it means to be American.

Throughout the remaining 1800’s and the following 1900’s Americans continued their policies of exclusion and exploitation now on different immigrant and minority groups through similar discriminatory tactics. On March 2007 in New Bedford Massachusetts, a series of events left the New Bedford immigrant community desolate. Using the New Bedford events and immigrant community as an example, students will use inquiry to answer the essential question, “Does Nativism exist today? Are Nativist sentiments woven into today’s American culture?” Students will state their thesis statement and use primary sources to defend their thesis with evidence and analysis.


 * Background: **

This lesson falls after students have already identified the Push factors and Pull factors examining why Irish immigrants left Ireland and what allured Irish immigrants to move to the US in the 1840’s. Students accomplished this by reading the American Anthem text-book and completing the Push-Pull Chart provided.

Day One: Defining Nativism First you will participate in a Silent Conversation to activate your prior knowledge on attitudes towards immigrants today. Then, using a Frayer Model and two primary sources you will define Nativism. You will then write a letter, in the form of an email, to one of the authors of the primary sources where you either support or go against their ideas. Lastly, you will revisit your Frayer Model individually and as a class to cement your understanding of Nativism.
 * Tasks: **

1) Activator: Silent Conversation 2) Defining Nativism: Frayer Model using Primary Sources 3) Processing and Reflection

LESSON OBJECTIVES: SWBAT Mark-up two challenging primary sources. SWBAT define characteristics of, and the anti-thesis of, Nativism using two Primary Sources in a Frayer Model. SWBAT evaluate either Mouw's and Gile's ideas in an e-mail to either author.

To activate prior knowledge and assumptions, students are asked to conduct a silent conversation where they have to answer the question, “Do you believe that there is prejudice against immigrants today? Provide examples from personal experience and prior knowledge to support your answer (think of anything you have heard about how immigrants are treated).
 * Process: **
 * 1) Activator: Silent Conversation **

Using whole class instruction, the teacher highlights the important threads of the conversation. Pointing out the most often stated idea, and both opposing view points. The teacher stated that we all have prior assumptions and prior knowledge that we all carry with us about immigrants from our culture. This depends on what we gather from our own experiences, the news, our friends, our families, our teachers, etc. Furthermore, these assumptions may be prejudiced or not based on the above mentioned. Teacher says that we will revisit our ideas at the end of the lessons to come, and it will be interesting to see if our ideas or assumptions still hold true, or perhaps we will change our minds.


 * 2) Defining Nativism: Frayer Model using two Primary Sources **


 * 2) A. Frayer Model **

Teacher distributes Handout A - Frayer Model. Students are instructed to read the definition. Teacher discusses that prejudice against immigrants is called Nativism. At the end of the lesson we will define Nativism in our own words and we will complete a processing activity that will illustrate our understanding of Nativism. In this lesson, we will be exploring the idea of Nativism using 2 primary sources. Teacher will quickly remind students of what primary sources are pointing attention to the word wall. Students will be finding characteristics of Nativism and characteristics of its anti-thesis throughout today's lesson.


 * 2) B. Primary Source One: Richard Mouw's Podcast, NPR, 'On Being', **** October 2010 **

media type="file" key="Restoring Political Civility - An Evangelical View (October 14, 2010).mp3" width="240" height="20" (Needs to be edited using time-code 0:08:35 - 0:10:11) 1)Preview the Transcript of the Podcast. Look at the source line to learn about the document and its author. Consider the reliability of the author. Skim the article to get an idea of what's it's about. Read the Questions you will answer for Task 6. 2) In pairs of two, listen to the radio interview above without writing anything down - just listen. 3) Listen to it again while marking up the transcription above. How: Pause the audio every time you mark something up in the transcription. So, pause when you: define words, comment, ask meaningful questions, predict, and infer. Remember you are Marking-Up for understanding. 4) Share your Mark-Ups with your peer. Add 3 mark-Ups that your peer had that you did not. 5) Listen to the podcast one last time while **reading** your mark-ups and your peer's mark-ups __as you listen__.

6) Answer the following questions individually: a) **How** is Richard Mouw suggesting people should treat other people that are different than them? Write a bulleted list. b) According to the definition of nativists provided on the Frayer Model, would Nativists agree or disagree with Richard Mouw's ideas?  c) What specifically would nativists agree or disagree with? Use lines from the Podcast to support your opinion.

7) Pair/Share and agree on the answers you would share with class. Revise your work as needed. 8) If Nativists would agree, You will be adding the Mouw's ideas you heard to the //Characteristics Box// of the Frayer Model. If Nativists would NOT agree to Mouw's ideas, add Mouw's ideas to the //Anti-thesis Characteristics// box of the Frayer Model.


 * 2) C. Primary Source Two: Henry Giles, The Christian Examiner, 1848 **



1)Preview the Article. Look at the source line to learn about the document and its author. Consider the reliabilty of the author. Skim the article to get an idea of what's it's about. Read the Questions you will answer for Task 8. 2) Working in pairs of two, read the newspaper article above on your own without writing anything down. 3) Read it again while marking it up. How: define words, comment, ask meaningful questions, predict, and infer. Remember you are Marking-Up for understanding. 4) Share your Mark-Ups with your peer. Add 3 Mark-Ups that your peer had that you did not. 5) Read it one last time while reading your mark-ups and your peer's Mark-Ups.



6) Complete the APARTS Chart above Individually. Then Share your APARTS Chart with your peer. Agree on the correct Mark-Ups and revise your work as needed. Be ready to be called on. 7) Whole-Class Instruction - Teacher will guide students through the APPARTS Chart and draw on the Analysis of different pairs to complete the APPARTS Chart as a class.

8) Answer the following questions Individually and then Pair/Share/Revise your answers in pairs. a) How is Henry Giles suggesting people should treat the Irish? Write a list. b) Would Nativists agree or disagree with Henry Giles ideas? What specifically would they agree or disagree with? Use lines from the reading to support your opinion. 9) If Nativists would agree, You will be adding Giles's ideas you heard to the //Characteristics Box// of the Frayer Model. If Nativists would NOT agree to Giles's ideas, add his ideas to the //Anti-thesis Characteristics// box of the Frayer Model.

**3) Processing and Reflection:**

A. Take a personal position. Whose ideas do you agree with more Richard Mouws' ideas or Henry Giles' ideas. Write an e-mail to either author stating your opinion of their ideas.
 * Your e-mail must [RUBRIC]
 * include 2 quotes (or passages) from the primary source.
 * whether you agree or disagree with the ideas in the passage //and Why//
 * be in letter format with a greeting and your main ideas as the body, and it should close with a salutation
 * use proper and correct grammar

B. Revisit the Frayer Model a. ) your Frayer Model to revise your work. Add to your Characteristics and Anti-Thesis boxes. As a result of analyzing the Primary Sources. b.) Whole-Class Debriefing of the Frayer Model to check for understanding of the Key Term.

Day Two: Using Primary Sources to examine Nativism in the 1840's Now that you have a deep understanding of what Nativism is and is not, you will examine attitudes toward the Irish in the 1840's-1860's. You will consider how Nativists discriminated against the Irish and thus how this group of Americans excluded and in some cases exploited the Irish Immigrant in the 1840's.

OBJECTIVES: SWBAT Analyze 3 Primary Sources to determine specifically how the Irish were discriminated against.

Tasks:

1) You will become the expert on three Primary Sources from the 1860's -two you will choose and one you must analyze.

1) A. Use the following Graphic Organizer when Analyzing the Sources. [G.O. to Analyze the Sources]

Primary Source 1 - No Irish Need Apply Song - Required Primary Source 2 - Not Required Primary Source 3 - Not Required Primary Source 4 - Not Required Primary Source 5 - Not Required

2) Processing Activity 3) Class Debriefing Activity

Lesson Process:

Conclusion

Assessment

Resources

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