ImmigrationMigration - PowerPoint PPT Presentation

Title: ImmigrationMigration


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Immigration/Migration

• Old World and New

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Teaching Standards
Culture
Analyze and explain the ways groups, societies,
and cultures address human needs and concerns
describe the ways family, religion, gender,
ethnicity, nationality, socioeconomic status, and
other group and cultural influences contribute to
the development of a sense of self
Individual Development and Identity
use data and apply skills in analyzing human
behavior in relation to its physical and cultural
environments.
People, Places, Environments
recognition that interpretations are influenced
by individual experiences, societal values, and
cultural traditions.
Time, Continuity and Change
National Council of Social Studies
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Overview
Students will be able to conduct oral history
interviews understand and use research
methodology, including online primary resources
understand the difference between primary and
secondary sources evaluate all information
resources for relevance and accuracy discuss
changes in immigration/migration over time
analyze primary sources create web sites
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Learning Objectives
Illinois State Standards
SOLVING PROBLEMSRecognize and
investigate problems formulate and propose
solutions supported by reason and evidence

• Develop and implement search strategies that
  effectively locate primary sources relative to
  specific inquiries.Search photographic, text,
  and audio collections in American Memory
• Formulate questions based on informational
  needs.Be able to demonstrate the techniques of
  recording oral history. Evaluate selected
  experiences of modern and early immigrant
  experiences. Be able to demonstrate the
  literacy skills required to identify and analyze
  visual, oral, and written primary sources related
  to immigration

COMMUNICATINGExpress and interpret information
and ideas.
USING TECHNOLOGYUse appropriate instruments,
electronic equipment, computers and networks to
access information, process ideas and communicate
results.
WORKING ON TEAMSLearn and contribute
productively as individuals and as members of
groups.
MAKING CONNECTIONSRecognize and apply
connections of important information and ideas
within and among learning areas.
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Four week period 60 min 3days each week.
Computer Lab 45 min. each week classroom
computers, teams 30 min. two days each week.
Time Required
A supplement teaching unit on immigration in
American history. Selected images and documents
in the lesson may engage students and help them
to connect people and events in the past to their
own lives and experiences
Curriculum Fit
Students will work independently, and with a
partner, and in small groups to view the lesson
and complete the handouts And compile the results
of their research.
Grouping
Grade Level
7th, 8th
Power point presentations, websites, exhibit
board displays, research papers, dramatic
performances
Final Project
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Introduction Library OF Congress Tutorial

• Port Entry
  http//memory.loc.gov/ammem/ndlpedu/features/port/
  start.html
• Handout 1 Analyzing Images
  
• Comparing Visual Evidence
• Becoming A Nation of
  Immigrants (photograph analysis)
• The Learning Page__
• _ Getting Started.htm Port of Entry Changing
  Immigrant Patterns
• Arriving In America
• Handout 2 Questions for Analyzing Primary
  Sources.
• Immigrant Stories
• Handout 3 What's New at the Library?
• Creating A Multicultural Society
• American Memory
• http//lcweb2.loc.gov/ammem/ndlpedu/index.h
  tml
• Learning Page - Getting Started
• Lesson Plans Using Primary Sources In
  the Classroom
• Immigration Through Oral History
• http//lcweb2.loc.gov/ammem/ndlpedu/lesso
  ns/97/oh1/ammem.html
• Folklife and Fieldwork A Layman's Introduction
  to Field Techniques
• http//www.loc.gov/folklife/fieldwork/

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Class Census Ethnic Group - Study
Asia
South America
Europe
Sweden
China
El Salvsdor
Ireland
Vietnam
Guatemala
North America
Italy
Phillipines
United States
Greece
Japan
Mexico
Spain
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Text and Internet Research - Inquiry Strategy

• Using print and Internet resources, answer the
  following questions about your selected ethnic
  group.
• When did the majority of the migration occur?
  Were there other waves of immigration that
  occurred after the initial dates?
• What had been happening in their homeland that
  encouraged or forced many people to leave?
• Where in the United States did they settle?
• What types of jobs/labor did they do?
• What additional reasons for leaving did people
  cite?
• What language did they first speak when coming to
  the United States? Did you find anything about
  the infusion of English into their homes?
• How were the immigrants treated when they first
  arrived? Were there any laws that may have been
  passed that encouraged or deterred them from
  becoming active community members?
• What is current emigration from your
  country/region like today? Are the reasons that
  people come over today the same as in the past?
• Has treatment of new groups of immigrants changed
  from years past?

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Port Of Entry - Introduction Change of
Immigration Patterns

• On your journey back in time, you discovered that
  there were different waves of immigrants. Between
  1830 and 1850, some 2.5 million immigrants, most
  of them from Great Britain and Ireland, arrived
  in America. They dug canals, ran steamboats, and
  worked in the factories that were being built.
  German farmers migrated to Illinois, Wisconsin,
  and Missouri, where land was inexpensive.
  Norwegians and Swedes soon followed, settling in
  Minnesota, the Dakotas, and Wisconsin. From 1868
  to 1882, 160,000 Chinese immigrants arrived in
  this country as laborers. By the early 1880s,
  immigration patterns were changing. From 1901 to
  1910, some 70 per cent of all immigrants were
  coming over from southern and eastern Europe.
  There were Italians from southern Italy, Jews
  from Russia and Poland, and diverse ethnic groups
  from the Austro-Hungarian Empire. During this
  same period, almost 130,000 Japanese immigrants
  arrived in America .The end of World War I saw
  still another wave of immigrants from
  war-stricken nations coming to America. In 1920,
  about 250,000 immigrants entered the United
  States from Europe. In 1921, more than 650,000
  immigrants from Europe arrived.

Collect data from the paragraph, create a chart
displaying immigrant wave patterns use immigrant
wave table as a guideline.
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• Which nations yielded the most significant
  numbers of immigrants to the United States?

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Vocabulary

• Migration is a broad term that covers movement
  of people from one place to another. A group of
  associated terms have specific meanings that
  sometimes overlap
• Assimilation integrating into a new place.
• Colonization starting a territory in a
  previously occupied (or unoccupied) land.
• Conquest or Invasion taking a place by
  force.
• Diaspora a group of people who were
  together originally, but have been dispersed or
  scattered, usually by force.
• Emigration leaving a country to live in
  another.
• Expulsion forcing a person or people to
  leave a place and become an exile.
• Immigration settling in a foreign country.
  
• Refugee an individual who seeks protection
  in another country.
• Slavery ownership of people (bondage or
  servitude).
• Transnationalism immigrants
  identification with both the new country and the
  original country.

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Migration is a broad term that covers movement
of people from one place to another
. His editorial creed was to fight against
"segregation, discrimination, disenfranchisement
. . . ." The Defender reached national prominence
during the mass migration of blacks from the
South during World War I, when the paper's banner
headline for January 6, 1917, read "Millions to
Leave South." The Defender became the bible of
many seeking "The Promised Land." Abbott
advertised Chicago so effectively thate ven
migrants heading for other northern cities sought
information and assistance from the pages of the
"Worlds Greatest Weekly."
African-American journalist Robert Sengstacke
Abbott (1868-1940) founded the Chicago Defender
on May 6, 1905, with a capital totalling
twenty-five cents.

• What role did the distribution of resources
  (natural and man-made) play in the immigration
  and subsequent migration patterns of immigrants?

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• Conquest or Invasion taking a place by force.

In 1846, the United States invaded and conquered
California, then part of the Republic of Mexico.
This event, one aspect of the 1846-1848
U.S.-Mexican War, led to U.S. annexation of
California through the 1848 Treaty of Guadalupe
Hidalgo. Mexican American history in California
had begun.
Mexicans entering the United States
Mission Concepción.The South Texas Border,
1900-1920
Mexican immigrants and their descendants now make
up a significant portion of the U.S. population
and have become one of the most influential
social and cultural groups in the country.
Mexican American culture will likely continue to
shape U.S. life in language, politics, food, and
daily living and will help define the nation's
identity for a new century.

• Why did each immigrant group come to the United
  States?

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Expulsion forcing a person or people to leave a
place and become an exile.
Japanese immigrants began their journey to the
United States in search of peace and prosperity,
leaving an unstable homeland for a life of hard
work and the chance to provide a better future
for their children. However, before the first
generation of immigrants could enjoy the fruits
of their labor, they had to overcome hostile
neighbors, harsh working conditions, and repeated
legislative attacks on their very presence in the
country. Acceptance came only after the
immigrants and their children were forced to
endure one of the 20th century's worst crimes
against civil liberties, and from that crucible
fought to claim their place in the life of the
nation.
Child waiting to be sent to internment camp, 1942

• How did United States government policies and
  programs affect immigrants' assimilation into the
  life of the nation?

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MASS EMIGRATION At the end of the 1860s, Sweden
was struck by the last of a series of severe
hunger catastrophes.. A series of crop failures.
1867 thus became "the wet year" of rotting grain,
1868 became the "dry year" of burned fields, and
1869 became "the severe year" of epidemics and
begging children. Sixty thousand people left
Sweden during these three "starvation years". It
was the beginning of the mass emigration which,
with short intervals, was to continue up to World
War I. During the era of mass emigration
1868-1914 more than a million Swedes emigrated,
mostly to the U.S. The emigration resumed after
the war, but on a more modest scale. It ceased
completely during the depression at the end of
the 1920s.
Emigration leaving a country to live in
another.

• Which nations yielded the most significant
  numbers of immigrants to the United States?

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Slavery ownership of people (bondage or
servitude).
For the captive Africans aboard a slave ship, the
voyage to the passage of nearly unimaginable New
World was a horror. For most captives, the
separation from their villages and families was
still fresh, and now they were thrust into a
hostile and alien world, at the mercy of people
who were like none they had ever seen before.
Upon boarding, they were stripped of their
belongings, branded, chained, and sent below
decks, where they would be forced to remain for
most of the months-long journey.

Twentieth-century artist Romare Bearden presents
a stylized depiction of the odyssey of captives
from Africa to the United States.
What were the issues that your immigrant group
faced when they first came to the United States
that may not exist today?
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Colonization starting a territory in a
previously occupied (or unoccupied) land
Colonial Immigration In colonial times, the Irish
population in America was second in number only
to the English. Many early Irish immigrants were
of sturdy, Scotch-Irish stock. Pushed out of
Ireland by religious conflicts, lack of political
autonomy and dire economic conditions, these
immigrants were pulled to America by the promise
of land ownership and greater religious freedom.
Colonization
Andrew Jackson
Presidents Andrew Jackson and Ronald Reagan
traced their roots to these early Americans
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LEAVING TO LIVE FREE
Refugee an individual who seeks protection in
another country.
The departure, evacuation, or escape (whichever
term you use) of approximately 125,000 citizens
from Viet Nam in the months after April 1975 was
just the first of several waves of Vietnamese
refugees who would eventually settle in the U.S.
There were also significant waves of refugees in
1978, 1982, and 1992. Each of these waves were
also slightly different in terms of exactly why
they left, the personal characteristics of the
refugees, and the reception they encountered in
the U.S. from Vietnamese already here and from
non-Vietnamese as well.
the boat people as many Vietnamese escaped
onboard overcrowded, under-equipped, and
dangerously constructed boats 1977
Analyze and explain the ways groups, societies,
and cultures address human needs and concerns
How were the immigrants received by the current
citizens of this nation?
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• Trans-nationalism immigrants identification
  with both the new country and the original
  country.

• Nearly 4 million Italian immigrants came to the
  United States between 1880 and 1920. Most of
  these newcomers arrived in New York City and
  settled along the East Coast. Low wages and large
  families prompted many Italian immigrants to take
  in boarders. The majority of Italian immigrants
  remained in the cities, with many of them living
  together in areas commonly known as a "Little
  Italy

Italian immigrant family at Ellis Island
Where did the groups settle, both initially and
in subsequent migrations?
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Assimilation integrating into a new place.
. . . When I was a little boy I used to play all
the time, now I like to work hard like very much
indeed, because if I work hard and get some money
not to go away, that is the reason we like them
for I come in Hampton normal I used to live in my
tents and stay all time in my tents when I was a
little boy I used to take care of them ponies all
time and every morning and take the ponies in a
nice grass is and have good to eat them nice
grass note to way to take care of them. Now I am
doing to school I would take care of them horse
and make fat horses any more because I will try
and be contented..."
Etahdleuh Doanmve

• What happened to the Native American as waves of
  immigrants arrived from other nations?

Indian boys at Hampton
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Extended Writing Assignment

• Gather data from primary and secondary sources.
• Primary Sources Review several websites from
  tutorial to support your original observations.
• Maps
• Newspapers
• Audio- Recordings
• Sheet Music
• Photographs
• Films

Library Of Congress
American Memory Collections
Work in teams- Classroom Lab
Use tutorial portfolio handouts, class sessions
information materials
Use journals for note-taking, resource
identification, collection of photos etc.
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Newspapers
By the middle of the 18th century, German
immigrants occupied a central place in American
life. Germans accounted for one-third of the
population of the American colonies, and were
second in number only to the English.. When the
Declaration of Independence was signed on July 4,
1776, a German newspaper was the first to break
the news, and German copies of the Declaration
were on the streets the next day.
Front page of thePhiladelphische ZeitungThe
Germans in America, 1732
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Primary Sources- Maps

• Explorers and ColonistsWhen Africans first came
  to the New World, they came of their own free
  will, and they arrived at virtually the same
  moment as the first Europeans.. In the early
  1500s, Africans trekked across Mexico, Peru, and
  Ecuador, conquered New Mexico with Coronado, and
  gazed upon the shores of the mysterious Pacific
  Ocean alongside Ferdinand de Balboa. The African
  explorer Estevanico helped the De Vaca and
  Coronado expeditions open up what is now the
  Southwestern United States for Spain, and
  Africans accompanied the French Jesuit
  missionaries as they charted the northern reaches
  of North America.

• When did each immigrant group come to the United
  States?

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Soldier's sister. Tune--Irish emigrant's lament.
Written by J. Dyer, 104th Reg't, P. V., Col. W.
W. H. Davis.
America Singing Nineteenth-Century Song Sheets
Audio Sound Recordings
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Motion Pictures/Films
Immigrants landing at Ellis Island
SUMMARYThe film opens with a view of the steam
ferryboat "William Myers," laden with passengers,
approaching a dock at the Ellis Island
Immigration Station. The vessel is docked, the
gangway is placed, and the immigrant passengers
are seen coming up the gangway and onto the dock,
where they cross in front of the camera. From a
contemporary Edison film company catalog
EMIGRANTS LANDING AT ELLIS ISLAND. Shows a large
open barge loaded with people of every
nationality, who have just arrived from Europe,
disembarking at Ellis Island, N.Y. A most
interesting and typical scene
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Recording Oral History
Why do you think we are called a "nation of
immigrants?
Collect stories about your families', immigration
or migration to the United States and compare
them to immigrant/migrant stories
From where did this person emigrate? When did
he/she come to the United States? Why did
he/she come to the United States? What type of
transportation did he/she use to travel to the
United States? How has his/her life been since
arriving in the United States? What are his/her
hopes and dreams for the future?
Formulate questions based on informational
needs.
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Conduct interviews with immigrants, collect
memorable stories.
"Many immigrants had brought on board balls of
yarn, leaving one end the balls unwound amid the
farewell of the line with someone on land. As the
ship slowly cleared the dock, shouts of women,
and the fluttering of the handkerchiefs, and the
infants held high. After the yarn ran out, the
long strips remained airborne, sustained by the
wind, long after those on land and those at sea
had lost sight of each other. -Luciano De
Crescenzo, "The Ball of Yarn"
Ask specific questions, use questions developed
during tutorial, begin with family member
interview.
Be polite and courteous !
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Customs and Traditions
When people experience major life changes, such
as\ a move, their lore often changes in subtle or
major ways.

• When groups of people migrate, they bring their
  customs, food ways, and other forms of lore with
  them, but the exact way the lore is practiced may
  change.

• What impact did immigrant cultural traditions
  have on the United States?

Evaluate selected experiences of modern and early
immigrant experiences.
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Review Your Process Getting People to Talk
1.  Revise your interview questions? 2. Were
you nervous about interviewing a family member?
  3. Have you learned anything about your family
so far by doing this project? 4. Do you need
more preparation for doing an interview? 5. Is
there a difference between hearing a family story
and interviewing other people?  

• Ellison "I would tell some stories to get people
  going and then I'd sit back and write as
  accurately as I could."

African-Americans visiting on the street on
Saturday afternoon
Ralph Ellison Federal Writers' Project interviews
Library of Congress

• Demonstrate the techniques of recording oral
  history.

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Identify and analyze visual, oral, and written
primary sources related to immigration
Linguist and folklorist Juan Bautista Rael,
highly regarded for his pioneering work in
collecting and documenting the Hispano folk
stories, plays, and religious traditions of
northern New Mexico and southern Colorado. Famous
for its spectacular setting north of Taos, the
village lies in a deep, narrow valley between
Taos mountain and the gorge of the Rio Grande to
the west. His family prospered in sheep and
cattle ranching and owned a mercantile business
that served surrounding Hispano communities as
well as nearby Taos Pueblo
Juan B. Rael interviewing Manuela "Mela"
Martínez, Taos, New Mexico, circa 1930. Courtesy
of the Rael Family.
How did cultural heritage affect an immigrant's
place of settlement?
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Reflecting on Ourselves Begin the final portion
of this project by asking your family members the
following questions What is the heritage of
your parents or guardians? When did your
relatives come to the United States? From which
specific cities did your parents/guardians come?
What are your grandparents' and great
grandparents' names? What special holiday
traditions does your family follow? Ask for one
story that is told time and time again at your
family gatherings. If possible, find a picture
of your grandparents and/or great grandparents.
Complete a Objective Observation Sheet, from the
Creative Portraits workshop, describing the
things that stand out to you. Also note Is the
picture in color? Black and white? Brown tones?
Do the people look happy? Relaxed? Comfortable?
Is this a formal portrait?
Express and interpret information and ideas.
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Americans All
Photo Analysis
Describe your personal feelings, associations,
and judgments about the image
Questions What questions does this photograph
raise? What else would you need to know?   
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Recognize and investigate problems formulate and
propose solutions supported by reason and evidence
" ... For many Filipino men and women who came to
the United States during the first wave to the
fourth wave and present, the opportunity to come
to America was a dream come true. Today, for many
Filipinos, it still is."

• How did economic conditions impact the
  immigrants' experience?

The 2000 U.S. Census indicated that out of 281.4
million people in the United States, there are
2.4 million Filipinos living in America. With the
current sizable numbers and persistently growing
population, Filipino Americans today make up the
second largest Asian Pacific American (A PA)
group in the country. (Chinese are the largest
APA group in the U.S. with 2.7 million, and Asian
Indian the third biggest APA group with 1.7
million.)
How has immigration to the United States changed?
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As you finish the interview with your family,
think and write in your journal about the
following questions How has immigration to the
United States changed? What were the issues that
your immigrant group faced when they first came
to the United States that may not exist today?
What issues are still being faced by your group?
How have the terms for immigration changed? In
your opinion, has the United States become more
open or more closed to the concepts of
immigration? Why? Why do you think that some
Americans fear immigration and why do others
embrace it?
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Final Essay on Oral History Assignment

• \
• This assignment is designed to help you pull
  together some of your thoughts regarding
  immigration.
• Through our oral history work, you've come to
  hear at least four stories from immigrants and,
  if you think about it, you've probably heard even
  more stories from family members and friends. 
• So, reflecting on all these experiences
  pull together some thoughts on the subject.
• What kind of qualities do you think it takes for
  individuals to make the decision to leave one
  part of the world for another?
• What kind of conditions (economic, political,
  cultural), do you think motivates people to leave
  one part of the world for another?
• Is coming to the US an easier decision in more
  current times than it was at the end of the last
  century?  Why/why not?
• What kind of situation(s) would have to exist
  before you/your family would think about
  emigrating from the US?  
• This assignment should be in the form of a two
  page typed essay (minimum).  

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Library of Congress Resources

• Learning Page
• Activities Analyzing Visual Clues.
• A useful, simple method for analyzing visual
  material.
• Lesson Plans
• A good starting place for background information
  and activities as well as lessons plans on a
  variety of topics. Particularly useful are
• Lesson Plans Historian's Sources.
• Lesson Plans Using Primary Sources in the
  Classroom.
• Library of Congress
• American Folklife Center.
• Excellent information on conducting oral history.
  The Center provides an online manual by Peter
  Bartis, Folklife and Fieldwork A Layman's
  Introduction to Field Techniques
• Family Story Assignment from the Learning About
  Immigration Through Oral History lesson (AMF
  1997)
• Identifying Open/Closed Questions from the
  Learning About Immigration Through Oral History
  lesson (AMF 1997)