The Ethnic MakeUp of Contemporary NYC

1
The Ethnic Make-Up of Contemporary NYC

• By Jannis Wullenweber, Jan Libuda and Sebastian
  Bröker

2
Some History
http//www.nyc.gov/html/dcp/pdf/census/1790-2000_n
yc_total_foreign_birth.pdf
3
Some History
4
Where did the people come from?
5
Where did the people come from?
6
Where did the people come from?
7
Where did the people come from?
8
Historical summing up

• In the 19th and early 20th century most people
  came from Europe to NYC
• The largest groups were Italians, Germans,
  Irish, Russian, Polish, English and Greek
• The black population in comparison was remarkably
  smaller but has catched up throughout the years

9
Contemporary NYC figures
10
Contemporary NYC figures

• The 2007 figures reveal the following
• Europe-born citizens are only in third place
  nowadays.

11
Contemporary NYC figures

• The districts of NYC however show differences in
  their ethnic make-up
• The Bronx is made up by 75 of Latin Americans,
  but only by 7.9 of Europeans
• Queens e.g. is made up by 35 of Asians and 14
  of Europeans
• The highest numer of foreign-born citizens lives
  in Queens, the lowest in Manhattan

12
Notes

• The earlier shown figures just provide facts
  about the place of birth of NYC citizens.
• There are also many other Europeans, African
  Americans, Latinos, Asians and other ethnicities
  who live in the second or third generation in NYC.

13
Notes

• According to the 2007 census estimates there are
  approx.
• 45.3 White (including 35.1 non-Hispanic White)
• 26.2 Black/African-American (including 23.7
  non-Hispanic Black)
• 12.1 Asian
• 0.1

14
Notes

• According to the 2007 census estimates there are
  approx.
• 17.7 some other race
• 1.9 two or more race
• 27.4 Hispanic or Latino of any race

15
The ethnic makeup of contemporary NYC

• Teaching unit

16
General information

• Schulform Gymnasium/Gesamtschule
• Jahrgang 10/11 Übergang Oberstufe
• Ca. 6-7 Unterrichtstunden

17
Content-based aims of the unit

• Students will encounter the ethnic diversity in
  NYC and discuss current issues of ethnic
  diversity in general
• Students will learn about current problems
  concerning integration/assimilation of the
  specific groups and form their own opinions
• Students will be able to locate characteristic
  neighbourhoods for special ethnicities in NYC

18
Methodological aims of the unit

• Students will learn to work in groups and to
  distribute work among group members
• Students will learn to deal with different kinds
  of media (video, text, internet sources, songs)
  and how to use them
• Students will train their negotiation and
  debating skills
• Students will experience a tasty hands-on
  approach to multiculturalism

19
Overview
20
Structure of lesson 1

• Introduction into the topic
• Video about cab drivers in NYC
• Text about cab drivers

21
Structure of lesson 2

• Focus on ethnic diversity
• Example pictures of celebrities from NYC
• Introduction of various ethnic groups
• Pupils are to choose an ethnicity of their
  interest to work on
• Presenting requirements for the presentation
• Division into 6 groups

22
Lesson 3

• Presentation of various information sources
• Students research their topics

23
Lesson 4

• Presentations are held and discussed
• Students work together on the map of NYC (locate
  ethnic groups)
• -gt discussion about problems of locating
  ethnicities?

24
Lesson 5

• Racial issues / Does Race matter?
• Clarification of key terms integration/assimilati
  on/acculturation
• Jigsaw Strategie Are immigrants in NYC rather
  integrated or segregated?

25
Lesson 6

• Beastie Boys An open letter to NYC
• Song analysis
• Homework Home-groups have to prepare a
  characteristic dish for their ethnic group

26
Lesson 7

• Conclusion
• Dinner and music

27
Anforderungen am Ende der Sekundarstufe I

• Sie können Sachtexte und literarische Texte
  lesen, diese nach Informationen für ihr
  Sachinteresse auswerten und Materialien unter
  einer leitenden Fragestellung selbstständig
  bearbeiten, u. a.
• kurze Informationen aus mehreren Quellen
  zusammenführen und für jemand anderen
  zusammenfassen
• Sie können einfache gesellschaftliche und
  kulturelle Zusammenhänge englischsprachiger
  Länder verstehen, u. a.
• Recherchen, auch Internetrecherchen, zu leicht
  zugänglichen technologischen, geographischen,
  politischen, historischen, kulturellen Aspekten
  durchführen

28
Anforderungen am Ende der Sekundarstufe I

• Sie können einige charakteristische Merkmale der
  Kultur und Gesellschaft als Orientierungswissen
  erfassen
• (u. a. Arbeitsgewohnheiten, Massenmedien, Sport,
  Wohnverhältnisse, Familienbeziehungen,
  Minderheiten, populäre Musik, Kleidung).
• Sie können Ergebnisse der eigenen Arbeit
  präsentieren, u. a.
• Notizen mit einfachen Informationen anfertigen,
  um einen eigenen Beitrag vorzubereiten
• eine vorbereitete einfach strukturierte
  Präsentation zu einem vertrauten Thema klar
  vortragen.
• Materialien für selbstgesteuertes Lernen
  organisieren und nutzen.
• Sie können Arbeitsergebnisse und Sachverhalte
  präsentieren,
• u. a.
• kurze Präsentationen auf einfache Weise
  durchführen.

29
Über die Fachoberschukreife hinausgehende
Kompetenzen für die gymnasiale Oberstufe

• die kommunikativen Kompetenzen
• Die Schülerinnen und Schüler sind in der Lage,
  sich argumentierend an Gesprächen und
  Diskussionen zu Themen von gesellschaftlicher
  Bedeutung zu beteiligen. Sie können mündlich
  Arbeitsergebnisse differenziert und ausführlich
  mit mediengerechter Unterstützung präsentieren
  und Sachverhalte und Befunde der eigenen Arbeit
  an Texten und Medien in angemessener
  Differenziertheit schriftlich darstellen und
  erläutern sowie Problemstellungen erörtern und
  dazu argumentierend Stellung nehmen.
• die Verfügbarkeit von sprachlichen Mitteln und
  sprachliche Korrektheit
• Die Schülerinnen und Schüler verfügen über
  einen umfangreicheren Wortschatz und können in
  fachlich angemessener Terminologie Arbeits- und
  Unterrichtsergebnisse darstellen. Sie können sich
  bei vertrauten Themen auf die jeweilige
  Kommunikationssituation wenigstens so weit
  einstellen, dass sie zwischen den eher formellen
  und den eher informellen Registern bzw.
  Stilebenen wechseln können.
• die interkulturellen Kompetenzen
• Die Schülerinnen und Schüler verfügen über
  ein vertieftes inhaltlich-thematisches
  Orientierungswissen zur anglophonen Welt
  (Schwerpunkte Großbritannien, USA und wenigstens
  ein weiteres englischsprachiges Land), das sie
  methodisch sicher selbstständig erweitern können.

30
Lesson 1 Introduction into the topic
31
New York City
32
Expectations

• Take up the students previous knowledge of NYC
• Perceive New York City as a multicultural city

33
Methodisch-didaktischer Kommentar

• Introduction into the topic
• To sensitize the pupils for the topic NYC and
  multiculturalism

34
Cab drivers in New York City

• http//www.youtube.com/watch?vtlg-5wlKXkE

35
Expectations

• The students should find out that
• the cab drivers come from many different
  countries
• they have lived in NYC for a different period of
  time
• they love the city
• they have a dangerous job
• they identify with NYC

36
Methodisch-didaktischer Kommentar

• Listening comprehension is practiced
• The source gives authentic information from cab
  drivers
• Immigrant background becomes obvious through
  content and the cab drivers accent

37
Textual WorkA Welcome Sign for ImmigrantsBy
John Leo

• Visiting New York? See the Statue of Liberty
  and Radio City if you must, but the most
  interesting thing you can do is hail a cab and
  chat up the driver. Among the cabbies who have
  hauled me around Manhattan in the past few months
  are a Thai actor several Russian Jews a
  Baptist minister from Haiti a Hindu from
  Calcutta who is studying to be a corporate
  economist a young Uruguayan woman who said she
  left her university and her country one step
  ahead of the secret police a stolid York-
  shireman who

38

• moonlights as a security guard a professor
  from Ghana a Bengali man who loves country music
  and (somewhat alarmingly) steps on the gas in
  time with the beat many Palestinians a chipper
  Samoan, an Iranian who misses the shah, and one
  homegrown fellow with a visor that reads "BORN
  TIERE a genuine native-born American white.
• To climb the ladder, the new cabbies are
  willing to work hard for fairly low pay, clearing
  between 60 and 110 per 12-hour day during this
  recession, not a lot of money if you have to pay
  New York prices. But then, as they are quick to
  tell you, they are free no boss hovering around
  and they can quit or keep driving whenever they
  want.

39

• They are good at what they do, picking the
  right routes almost every time and moving in
  rhythm with the city's quickness and hustle. They
  seem like classic New Yorkers, shaking their
  heads like everybody else when they see a blue
  and yellow New Jersey license plate (a
  frightening warning sign that means "wretched
  driver" to knowledgeable natives). And they are
  relentlessly optimistic. No matter how carefully
  I explain that the City is going down the tubes,
  the drivers see only a bright future. One burly
  Haitian said, "Many difficulties, yes, but in
  America, we always handle our problems. Here
  only three years, he's not a citizen yet, and
  America is already "we." I love it.

40
Expectations

• There is obviously a wide variety of
  nationalities represented among the immigrants
  there
• It is a rarity of finding a genuine native-born
  American white cab driver in NYC
• The cab drivers are very opitimistic because they
  have their freedom and the opportunity they
  sought upon their arrival in the US

41
Expectations

• A job such as that of a taxi driver shows the
  extent to which immigrants are willing to go in
  order to live in America
• They quickly master the necessary skills and even
  attitudes to integrate into the New York way of
  life
• They feel like New Yorkers

42
Methodisch-didaktischer Kommentar

• The text broadens the content of the listening
  comprehension
• Reading skills and interpretation are trained
• Variety of used media in this lesson pictures,
  video, text

43
Lesson 2 focus on diversity
44
Picture Quiz

• Celebrities from NYC

45
Jennifer Lopez
46
50 Cent
47
Al Pacino
48
Lucy Liu
49
John McEnroe
50
Paris Hilton
51
Picture presentation

• 6 big ethnic groups in NYC
• Latino - Jennifer Lopez
• African American - 50 Cent
• White - Paris Hilton
• Italian - Al Pacino
• Irish - John McEnroe
• Asian - Lucy Liu

52
Expectations

• Students have to find out names of well- and
  not-so-well known celebrities from NYC a
• Students have to identify the race/ethnicity of
  the celebrities
• Students get to know different ethnicities and
  can associate various people that belong to that
  group from their knowledge
• This activity can take the form of a quiz

53
Methodisch-didaktischer Kommentar

• The activity is designed to liven up the lesson
• Students can experience that their previous
  knowledge is of use
• Introductory task that can be solved by everybody
• Increasing motivation
• Quiz from can increase motivation through
  competition as well

54
Presenting group tasks

• The teacher introduces the project
• Short presentation about the groups
• Creating a map of NYC
• Students are given some time to collect ideas on
  their own
• In class suggestions are made and a list of
  questions will be made

55
Tasks for group work

• Where does your group live? What neighbourhood is
  characteristic of them?
• What are specific cultural characteristics of
  your group?
• How big is the population?
• When did they come to NYC? Why?
• Under what conditions have they lived and are
  currently living in NYC?

56
Expectations

• Students have to work collaboratively on and
  contribute to a list of questions for the groups
• Students should agree on the form of presentation
  in class

57
Methodisch-didaktischer Kommentar

• Students train their skills in negotiating with
  other class members about what is important
• Students have to look for possible problems in
  creating the presentation

58
6 Groups (of about 5 people) are formed

• Groups should be chosen according to personal
  interest

59
Presentation of sources

• Questions to and answers from a journalist about
  NYCs ethnic makeup http//cityroom.blogs.nytimes
  .com/2007/12/11/ask-about-new-yorks-ethnic-neighbo
  rhoods/?scp8sqethnic20makeup20NYstcse
• Tables and statistics about NYCs neighbourhoods
  http//www.walkingaround.com/
• resources about different ethnic groups in the
  USA http//www.exil-club.de/dyn/9.asp?Aid37Avali
  date129162013OAid95OAva93349636cache43495u
  rl551582Easpcache54431
• Articles and media about ethnic America
  http//www.digitalhistory.uh.edu/historyonline/eth
  nic_am.cfm
• Immigrant stories, etc. http//teacher.scholastic.
  com/activities/immigration/index.htm

60
Presentation of sources

• Specificially Asian-Americans http//www.asian-nat
  ion.org/first.shtml
• German site about hip hop culture in the bronx
  http//www.planet-schule.de/wissenspool/bg0008/usa
  _the_sound_of/sendungen/hip_hop_in_der_bronx.html
• Census data, search function per zip code
  http//www.ethnicharvest.org/peoples/maps/hisp_90_
  map.html
• Material about stereotypes of ethnicities
  http//www.authentichistory.com/diversity/index.ht
  ml
• Inspiration for cooking http//www.newyork.com/res
  taurants/

61
Expectations

• Students should choose from some given sources
  and do further research

62
Methodisch-didaktischer Kommentar

• Students should be able to to choose from various
  websites and train their skills in identifying
  good sources
• Students learn to deal with new digital media

63
Research

• Group activity

64
Expectations

• Students have to hold a short presentation
• Students have to organize their work in their
  groups on their own

65
Methodisch-didaktischer Kommentar

• Skills in dealing with media are trained
• Evaluation of information
• Presentational skills are trained
• Students have to use a media format of their
  choice to present their outcome
• Social skills are trained
• Negotiating in groups about the share and
  distribution of work
• Discussions what to include and what to leave out

66
Lesson 3 Group Research

• The next one or two lessons are dedicated to the
  autonomous research in the groups
• The teacher has the role of a supervisor and
  supports the groups individually
• The teacher has to be prepared to answer
  questions concerning the content as well as
  technical questions (e.g. media use in
  presentations)

67
Lesson 4 Presentation of group work
68
Expectations

• Students should at least answer the given
  questions
• Some groups might have done further research
• Some groups might come up with issues to discuss
  in detail

69
Methodisch-didaktischer Kommentar

• Presentational skills are trained
• Students can practice to give a feedback to other
  people

70
Lesson 5 Does Race Matter?
71
Does race matter? Opinions of New Yorkers

• Kelli, 17 Student Harlem
• Hell yeah, race matters! You dont see no
  black people livin downtown on 34th Street in
  Trump Tower penthouses and shit like that. We
  live up in the hood, in Harlem and Frederick
  Douglass Houses, where Housing comes once a month
  to fix stuff. We dont got no hot water between
  the hours of 3pm and 6pm. And your lights only
  work in the nighttime!
• As for us being segregated, I feel that its
  a good thing, because a lot of Caucasian people
  feel some type of way toward black peopleand
  black people nowadays, they dont give a shit.
  But I dont give a fuck, shit. Black, white,
  Puerto Rican, Mexicanyou harm me, its goin
  down. Race nothin.

72

• Theresa, 41 Teacher East-Elmhurst, Queens
• To me, race doesnt matter. But it does to
  most people. My landlord asked me to move out,
  saying that the people I bring home bring down
  the neighborhood. I bring one person home my
  boyfriendhes African-American. My name is a
  Hispanic name, but I look white. When we walk
  down the street, the white men give him dirty
  looks, and the black women give me dirty looks.
  Its upsetting.
• Rahul, 27 Accountant Lower East Side Indian
• New York, I dont think race matters. Ive
  never felt discriminated against. I think New
  Yorkers are pretty educated, and tolerant.
• Carolina, 19 Student Long Island Latina
• Im Brazilian. But if there is an option
  for Latino, then Im Latina. If its between
  Hispanic and white, then Im white, because Im a
  white Brazilian.
• Whenever I find other Brazilians or
  Latinos, Im always like, Hey, guys! Whats
  going on? Lets hang out. Lets go eat our food
  or listen to our music. I think thats okay as
  long as thats not the only group of people you
  hang out with.
• Source TimeOut New York. Does race matter?.
  http//www.timeout.com/newyork/articles/features/2
  1486/does-race-matter

73
Expectations

• Students are supposed to find out thatthere are
  controversial opinions about race issues

74
Term clarification

• Integration desegregration the bringing of
  people of different racial or ethnic groups into
  unrestricted and equal associations, as in
  society or an organization.
• Assimilation the process by which a minority
  group gradually adopts the customs and attitudes
  of the prevailing culture.
• Acculturation the modification of the culture
  of a group or an individual as a result of
  contact with another culture.

75
Integration or Segregation? Jigsaw Strategie

• Are immigrants in New York City rather integrated
  into the society or segregated?
• Jigsaw Strategie One Group consists of 6 members
  who were all in different groups in the group
  work that took place a lesson before.The group
  discusses wether the dicussed ethnic groups are
  rather integrated or not.

76
Expectations

• Some groups, like the Irish, are more integrated
  and some groups, like the Asian, less
• There are ethnic enclaves in New York City (e.g.
  Chinatown, Little Italy)
• It is a highly explosive topic that you can argue
  about

77
Methodisch-didaktischer Kommentar

• Dicussion of a current issue
• Students learn to cooperate, discuss and
  negotiate within the goups
• Every group member is very important within the
  group because of his/her expert knowledge

78
Lesson 6 Beastie Boys An open letter to NYC
79
Beastie Boys An open letter to NYC

• http//www.youtube.com/watch?vWFAj4R86Zm8

80
Lyrics

• "An Open Letter To NYC"Brooklyn, Bronx, Queens
  and Staten From the Battery to the top of
  Manhattan Asian, Middle-Eastern and Latin
  Black, White, New York you make it happen
  Brownstones, water towers, trees, skyscrapers
  Writers, prize fighters and Wall Street traders
  We come together on the subway cars Diversity
  unified, whoever you are We're doing fine on the
  One and Nine line On the L we're doin' swell On
  the number Ten bus we fight and fuss 'Cause
  we're thorough in the boroughs and that's a must
  I remember when the Duece was all porno flicks
  Running home after school to play PIX 1 At
  lunch I'd go to Blimpies down on Montague Street
  And hit the Fulton Street Mall for the sneakers
  on my feet Dear New York I hope you're doing
  well I know a lot's happen and you've been
  through hell So, we give thanks for providing a
  home Through your gates at Ellis Island we
  passed in droves

81
Brooklyn, Bronx, Queens and Staten From the
Battery to the top of Manhattan Asian,
Middle-Eastern and Latin Black, White, New York
you make it happen The L.I.E. the B.Q.E
Hippies at the band shell with the L.S.D. Get
my BVD's from VIM You know I'm reppin' Manhattan
the best I can Stopped off at Bleeker Bob's got
thrown out Sneakin' in at 400 am after going
out You didn't rob me in the park at Dianna Ross
But everybody started looting when the light
went off From the South South Bronx on out to
Queens Bridge From Hollis Queens right down to
Bay Ridge From Castle Hill to the Lower East
Side From 1010 WINS to Live At Five Dear New
York this is a love letter To you and how you
brought us together We can't say enough about
all you do 'Cause in the city were ourselves and
electric too
82

• Brooklyn, Bronx, Queens and Staten From the
  Battery to the top of Manhattan Asian,
  Middle-Eastern and Latin Black, White, New York
  you make it happen Shout out the South Bronx
  where my mom hails from Right next to High
  Bridge across from Harlem To the Grand Concourse
  where my mom and dad met Before they moved on
  down to the Upper West I see you're still strong
  after all that's gone on Life long we dedicate
  this song Just a little something to show some
  respect To the city that blends and mends and
  tests Since 911 we're still livin' And lovin'
  life we've been given Ain't nothing gonna take
  that away from us Were lookin' pretty and gritty
  'cause in the city we trust Dear New York I know
  a lot has changed 2 towers down but you're still
  in the game Home to many rejecting know one
  Accepting peoples of all places, wherever
  they're from Brooklyn, Bronx, Queens and Staten
  From the Battery to the top of Manhattan Asian,
  Middle-Eastern and Latin Black, White, New York
  you make it happen

83
Expectations

• The students are supposed to find out that the
  song
• Is a love letter to NYC
• Describes the 5 Boroughs
• Gives an optimistic view of multiculturalism in
  NYC
• Shows that they identify with the city
• Deals with current topics (NYC after 9/11)

84
Methodisch-didaktischer Kommentar

• Optimistic outlook at the end of the unit
• Song comes from a currently popular group
• Increases motivation
• Song made by New Yorkers

85
Homework

• Prepare a typical dish of your ethnic group for
  the next lesson
• Plan what to bring and what to buy in your group
  distribute tasks
• Optionally, if you know some good or interesting
  songs about NYC, bring them along

86
Lesson 7 Having dinner together

• The groups bring along their dishes, prepare them
  in school and share with the other groups (and
  the teacher)
• Listening to songs about New York

87
Expectations

• The conclusion of the project and the successful
  participants are celebrated with a dinner and
  music.
• Students learn something about the traditional
  food of various ethnic groups

88
Bibliography

• http//www.nyc.gov
• http//www.nyc.gov/html/dcp/pdf/census/1790-2000_n
  yc_total_foreign_birth.pdf
• http//en.wikipedia.org/wiki/Demographics_of_New_Y
  ork_Cityg9/
• anforderunge
• TimeOut New York. Does race matter?.
• http//www.timeout.com/newyork/articles/features/2
  1486/does-race-matter
• Leo, J. A Welcome Sign for Immigrants
• http//www.standardsicherung.schulministerium.nrw.
  de/lehrplaene/kernlehrplaene-sek-i/gymnasium-g9/en
  glisch-g9/anforderungenum-g9/englisch