{"id":155,"date":"2010-01-11T11:46:29","date_gmt":"2010-01-11T16:46:29","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/facesofamerica\/for-educators\/a-cold-reception-anti-immigrant-sentiment-in-the-united-states\/155\/"},"modified":"2010-02-17T12:57:43","modified_gmt":"2010-02-17T17:57:43","slug":"a-cold-reception-anti-immigrant-sentiment-in-the-united-states","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/facesofamerica\/for-educators\/a-cold-reception-anti-immigrant-sentiment-in-the-united-states\/155\/","title":{"rendered":"Lesson Overview"},"content":{"rendered":"

(Click here<\/a> for a printer-friendly version of this lesson.)<\/p>\n

GRADE LEVEL <\/strong>
\nGrades 7-9 <\/p>\n

TIME ALLOTMENT <\/strong>
\nTwo 45-minute class periods <\/p>\n

SUBJECT MATTER <\/strong>
\nSocial Studies, American History <\/p>\n

OVERVIEW<\/strong>
\nThis media-enhanced lesson plan will use clips from Dr. Henry Louis Gates Jr.\u2019s PBS series FACES OF AMERICA to explore the hostile reception immigrants have often received from anti-immigrant \u201cnativists\u201d in an America not always eager to accept them and the change they represent. <\/p>\n

An Introductory Activity will introduce students to the larger historical patterns and forces of immigration throughout American history, as well as anti-immigrant sentiments manifested in contemporary America. In the Learning Activities, students will learn about the history of anti-immigrant sentiment directed towards Germans, Irish, Chinese, Japanese and other ethnicities from the mid 18th to early 20th century by analyzing images, music lyrics, and video segments from FACES OF AMERICA. As a Culminating Activity, students will write letters to hypothetical immigrants to America from the top ten immigrant-sending nations, in which they will both welcome the newcomers, warn them of the anti-immigration sentiment they may experience, and offer advice on how they might best avoid it.<\/p>\n

This lesson is best used as an introduction to a unit on immigration, or as a stand-alone educational experience to enhance viewing of FACES OF AMERICA. <\/p>\n

LEARNING OBJECTIVES <\/strong><\/p>\n

Students will be able to: <\/p>\n

\u2022\tDescribe the major patterns and forces of immigration throughout American history;
\n\u2022\tAnalyze the origins and motivations of ethnic stereotyping of immigrants;
\n\u2022\tDefine major pieces of congressional legislation which affected immigration policy throughout American History;
\n\u2022\tDetect parallels between the current immigration debate and the history of various anti-immigration movements throughout American history.<\/p>\n

LEARNING STANDARDS <\/strong>
\nStandards available online at: http:\/\/nchs.ucla.edu\/standards\/thinking5-12_toc.html<\/a><\/p>\n

Historical Thinking Standards for Grades 5-12 <\/p>\n

Standard 1
\nThe student thinks chronologically:<\/strong>
\nTherefore, the student is able to <\/em><\/p>\n

\u2022\tReconstruct patterns of historical succession and duration<\/strong> in which historical developments have unfolded, and apply them to explain historical continuity and change.<\/strong> <\/p>\n

Standard 2
\nThe student comprehends a variety of historical sources:<\/strong>
\nTherefore, the student is able to <\/em><\/p>\n

\u2022\tRead historical narratives imaginatively<\/strong>, taking into account what the narrative reveals of the humanity of the individuals and groups involved–their probable values, outlook, motives, hopes, fears, strengths, and weaknesses.
\n\u2022\tAppreciate historical perspectives<\/strong>–the ability (a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded–the values, outlook, options, and contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of present-day norms and values.
\n\u2022\tDraw upon the visual, literary, and musical sources<\/strong> including: (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and, (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative. <\/p>\n

Standard 3
\nThe student engages in historical analysis and interpretation:<\/strong>
\nTherefore, the student is able to <\/em><\/p>\n

\u2022\tConsider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
\n\u2022\tDraw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. <\/p>\n

STANDARDS IN HISTORY FOR GRADES 5-12 <\/p>\n

Era 4, Standard 2:<\/strong> How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions <\/p>\n

Era 6, Standard 2:<\/strong> Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity <\/p>\n

Era 10, Standard 2:<\/strong> Economic, social, and cultural developments in contemporary United States <\/p>\n

MEDIA COMPONENTS <\/p>\n

Video <\/p>\n

FACES OF AMERICA<\/strong>, selected segments <\/p>\n

Clip 1: A Colony of Aliens
\nThis segment reveals Ben Franklin\u2019s objection to German immigrants in colonial Pennsylvania.<\/p>\n

Clip 2: Who\u2019s White?
\nIn this segment Queen Noor learns of her Syrian ancestors\u2019 legal claim that for naturalization purposes they should be considered white rather than Asian. <\/p>\n

Access the streaming and downloadable video segments for this lesson at the Video Segments Page<\/a>.<\/p>\n

Websites<\/strong> <\/p>\n

\u201cThe Peopling of America\u201d<\/a><\/strong>
\nAn interactive from the Statue of Liberty-Ellis Island Foundation exploring immigration patterns and the forces behind them throughout American history. <\/p>\n

\u201cAnti-Irish Cartoons\u201d<\/a> <\/strong>
\n An archive of captioned 19th century anti-Irish cartoons from the Center for History and New Media. <\/p>\n

\u201cAnti-Chinese Songs\u201d<\/a><\/strong>
\nAnnotated transcriptions from Columbia University of two popular anti-Chinese songs of the 19th century. <\/p>\n

MATERIALS<\/strong> <\/p>\n

For the class:
\n\u2022\tComputer, projection screen, and speakers (for class viewing of online\/downloaded video clips)
\n\u2022\t \u201cThe Peopling of America\u201d student organizer answer key (download here<\/a>) <\/p>\n

For each group of 3-5 students:
\n\u2022\t Computer with internet access
\n\u2022\t\u201cThe Peopling of America\u201d student organizer (download here<\/a>) <\/p>\n

PREP FOR TEACHERS <\/strong>
\nPrior to teaching this lesson, you will need to: <\/p>\n

Preview all of the video segments and websites used in the lesson. <\/p>\n

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom\u2019s Internet connection. <\/p>\n

Bookmark the websites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us<\/a> or diigo<\/a> (or an online bookmarking utility such as portaportal<\/a> ) will allow you to organize all the links in a central location. <\/p>\n

Print out a copy of \u201cThe Peopling of America\u201d student organizer for each group of 3-5 students and one answer key for your own use. <\/p>\n

Next: Proceed to Lesson Activities<\/a><\/strong><\/p>\n

Lesson plans for FACES OF AMERICA were created by the LAB@Thirteen, Thirteen\u2019s Community and Educational Outreach Department.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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