tlp_10_dvose_teacherside

=Deborah's Lesson Page Teacher Side=

Deborah's Teacher Lesson Page (Student Side)


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


 * Author:** Deborah Vose


 * Unit Title:** Industrial Revolution and Immigration


 * Grade Level(s):** Grade 8


 * Age Levels(s):** 13-14 years


 * Subject Area:** History/Social Studies


 * Essential Questions:** What can we learn about immigrants' role in the Industrial Revolution by examining their lodging? What clues exist that reveal how immigrants tried to retain their ethnic and cultural identities in the possessions they valued enough to carry to the U.S.?


 * Unit Goals:**

**AMERICA'S DEVELOPMENT AS A COUNTRY THAT IDENTIFIES ITSELF AS MULTICULTURAL**:
 * STUDENTS WILL BE ABLE TO EXPLAIN HOW THE EVENTS AND ISSUES LISTED BELOW AFFECTED **

The Industrial Revolution Immigration--Push/Pull factors Assimilation vs. Retaining Cultural Identity Nativist sentiment and major laws that supported and/or prohibited immigration Ethnic groups experienced different types and levels of prejudice

Students will be able to explain the connection between the Industrial Revolution and growth of U.S. cities and immigration. They will also be able to describe and name push-pull factors that caused 'the growing tide of immigration" between 1880 and 1912. Citing primary sources, students will be able to defend the idea that immigrants' households revealed the values they retained from their native cultures, while at the same adapting new customs on their way to becoming American.
 * Objectives:**

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.
 * Curriculum Standards:**

Immigration PowerPoint--Pts I & II Primary sources--digital Primary sources--print <span style="font-family: Arial,Helvetica,sans-serif;">Craft materials <span style="font-family: Arial,Helvetica,sans-serif;">Large and small boxes <span style="font-family: Arial,Helvetica,sans-serif;">Fabric <span style="font-family: Arial,Helvetica,sans-serif;">Modeling clay <span style="font-family: Arial,Helvetica,sans-serif;">Miniature doll/doll house furnishings
 * Materials/Resources:**

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

<span style="font-family: Arial,Helvetica,sans-serif;">5—45 minute periods
 * Timeframe:**

<span style="font-family: Arial,Helvetica,sans-serif;">Knowledge of U.S. History, and Immigration Laws and the Industrial Revolution in ,particular <span style="font-family: Arial,Helvetica,sans-serif;">Ability to analyze primary sources for meaning, and for bias <span style="font-family: Arial,Helvetica,sans-serif;">Ability to speculate about hypothetical events (moving to another country) <span style="font-family: Arial,Helvetica,sans-serif;">Ability to create dioramas
 * Student Foundational Skills:**

Day 1
 * Learning Activities and Organizational Notes:**
 * Students will review what their knowledge of the push-pull factors that sent waves of immigrants to the U.S between 1880 and 1920.**
 * Students will solidify their knowledge by viewing the first of two PowerPoints that presents a summary of the most common push-pull factors for those immigrants.**
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://becomingamerica.wikispaces.com/file/view/Immigration--Vose-1A.ppt"]] [|Immigration--Vose-1A.ppt]**
 * For additional primary sources that reveal more about immigrants' lives, students will be encouraged to browse through books that will be provided.[[file:Immigration bibfinal.docx]]**
 * Pages featuring letters, posters, photos, newspaper articles and political cartoons will be marked. Students will be directed to 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.**


 * Students will also be encouraged to click on the link below for more images, background information and a timeline about Chinese Immigration to the U.S. 1880-1912:**

Students will next **explore Scholastic’s Interactive Ellis Island site: <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">[] **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 25px;">[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://becomingamerica.wikispaces.com/file/view/fs110_reeve_chinese_slides_rev.pdf"]] [|fs110_reeve_chinese_slides_rev.pdf] **
 * and an interactive site about Angel Island: <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">[|http://www.poeticwaves.] Students will again be directed to pay close attention to the clothing immigrants wore, and the items they carried as they traveled to the U.S.**


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

Day 2
 * Stduents will watch the second part of a PowerPoint that focuses on immigrants' homes and work in the U.S.**
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://becomingamerica.wikispaces.com/file/view/Immigration-Vose-2A.ppt"]] [|Immigration-Vose-2A.ppt] **
 * Students will gather information concerning immigrants' combined possessions from home and items obtained in America. They should pay particular attention to clothes worn, and items needed to perform their new industrialized jobs. Students should keep in mind that immigrants not only had to adjust to communicating in English and to American culture and customs, but many of them were 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 other challenges.**


 * Using the attached S.I.G.H.T. analysis sheet, students will determine which primary source images are the most helpful. Students will use the information recorded on the SIGHT sheet to create dioramas of immigrants' apartments and lodgings. Thus, they will be directed to concentrate on items that connect immigrants to their industrial jobs at the turn of the 20th century, while also focusing on things that demonstrate a connection to their native culture, religion, etc.**


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 0px; margin: 0px; overflow-x: hidden; overflow-y: hidden; padding: 0px;">﻿[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://becomingamerica.wikispaces.com/file/view/sight-analysis-worksheet1.pdf"]] [|sight-analysis-worksheet1.pdf] **


 * The entire class will also share their existing knowledge about which textile and furniture materials, appliances, and technology would have been available during the 40 years between 1880 and 1920. Among their tasks will be to identify specific equipment and clothing needed for different sorts of factory work, manual labor and piecework done at home by immigrants. Using at photos from the Tenement Museum of their <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">exhibit of the Levine Family, circa 1897, at 97 Orchard Street, NYC will be helpful. The Levines made garments (piecework) from their home. Students will be asked to describe what they see in the photos, such as fabric, finished garments hanging from clotheslines, needles, scissors, spools of thread, etc.**


 * Information about <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">rents and wages, <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">tenement living, and <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">housekeeping in the tenements from the Lower East Side Tenement Museum offers additional background that may help students.**


 * Items typical in a home in China during this era are available for viewing at the online exhibit of<span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;"> "Belongings" of the Yin Yu Tang House at the Peabody Essex Museum (MA). It should be pointed out to students that some items are more recent than our time period and should not be included. Students should be instructed to look at the house and ask themselves what immigrants would have likely brought to America.**

Day 3
 * The class will discuss what items would be typical in an immigrant home between 1880 and 1920? Following the discussion, they will examine a collection of miniature furnishings and household items, fabrics, and craft materials available to create dioramas. Using the data recorded on the S.I.G.H.T. analysis sheet, students will select items that demonstrate their knowledge about the work commonly performed by Jewish immigrants from Eastern European, as well as Chinese immigrants. Using photos and their prior knowledge, students will select and/or create items that reveal typical occupations, culture (including religion) and ethnic background through clothing, home furnishings, and work-related tools for each of these two immigrant groups. They should keep in mind that this is a time when indoor plumbing and radios were considered a luxury, and television had not yet been invented.**


 * As a group students will put together a single diorama of an East European Jewish immigrant family’s tenement apartment. They should continually ask themselves these questions: " If I were a member of this family, why would I own this item? Did I bring it from my homeland? Or did I buy it in the U.S? Do I need it for work? For worship? Is it a cultural artifact?"**


 * This first diorama will serve as a model and inspiration when students work on individual dioramas for Chinese immigrants.**
 * Working with one or two partners, students will be allowed to select or make items (8 to start) that reflect Chinese immigrants’ ethical/cultural religious values, and their typical occupations. They will begin assembling dioramas of the lodgings of this group. They should consider the question: " If this were our home, what would be in it?" They should also be able to explain each of their choices, using the information they possess and have gathered.**

Day 4


 * Students will continue to work on dioramas, and also start to fill in the attached 2 column worksheet listing their reasons for including each item.**
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 19pt;">[[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.spreadsheetml.sheet.png height="32" link="http://becomingamerica.wikispaces.com/file/view/Workbook2.xlsx"]] [|Workbook2.xlsx] **

Day 5
 * Ten minutes will be allowed to put finishing touches on the dioramas. Next, each group will present their diorama., answering the following questions: "What** **is in your "home" (diorama) and why?" Also students will provide two reasons for including at least eight of the items, and two reasons for not including two absent items.**


 * The class will participate in crafting a statement, summarizing what has been 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 two obstacles they faced in "becoming American."**


 * As a final activity, students will discuss how the dioramas clarify the similarities and differences between Jewish and Chinese immigrants' experiences. Students may also explain steps they took to construct accurate interiors? They may also offer their personal reaction to the challenges faced by immigrants in their Industrial Revolution work, and in adapting to a new country and language, while also choosing which elements of their cultural identity they wanted to retain.**

[|Vose.v1.doc] Please add these questions to my assessment: 1, 2, 3, 5, 6, 15,
 * Lesson Question Assessments:**


 * Lesson Assessments:**

<span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal; margin: 0px; padding: 0px;">**appropriate furnishings, job-related clothing and tools** || <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;">imaginatively modified <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">to help create <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">accurate replicas <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">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;">accurate 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. || <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; 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 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;">6-7 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;">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; margin: 0px; padding: 0px;">**explanations for all selections** || 2+ accurate, documented reasons for inc <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 12px; font-weight: normal;">﻿ luding 8+ of the items are <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 12px; margin: 0px; padding: 0px;">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% || to discussions and to the class and small group projects || 10% ||
 * <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; margin: 0px; padding: 0px;">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; margin: 0px; padding: 0px;">**Choose &/or Create**
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal; margin: 0px; padding: 0px;">**Select accurate personal & household details and furnishings** || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">Includes 8+ items that
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal; margin: 0px; padding: 0px;">**Write accompanying**
 * <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 15px; line-height: normal; margin: 0px; padding: 0px;">**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; margin: 0px; padding: 0px;">Ample evidence of work done by immigrants in clothing, and tools || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">Some evidence of work done by immigrants in clothing, and tools || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">Minimal evidence of work done by immigrants in clothing, and tools || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal; margin: 0px; padding: 0px;">No evidence of work done by immigrants in clothing, and tools || 25% ||
 * **Participation** || Offers frequent & appropriate contributions to discussions and to the class and small group projects || Makes some appropriate contributions to discussions and to the class and small group projects || Makes some contributions to discussions and to the class and small group projects when requested || Resists requests for appropriate contributions


 * Teacher Notes:**
 * The bibliography of supplementary immigration information and images titles offers suggested titles. Other excellent sources are available that would also be useful for students.**

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