Understanding Immigration: Past and Present
Rebecca Kijek
Spring 2014
CIEP 475 Workshop—Teaching with Primary Sources
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Unit Topic: Understanding Immigration: Past and Present
Essential Question: How has American political and social policy changed from one generation
to the next?
Background: In this U.S. History unit, students will develop an understanding of the struggles
immigrants faced, how Americans reacted to immigrants, and how Americans are currently
reacting to immigration. This unit challenges students to analyze a variety of primary sources
and practice their writing skills. Along with this, students will be confronted with the tense
feelings surrounding immigration today. This lesson was made with the intent of being used at an
alternative high school, with students in each class ranging from 16-21 years old. With that in
mind, the recommended grade level is 10-12.
Table of Contents:
Lesson 1: Introducing the Initial Struggles of Immigration………………………………………3
Resources for Lesson 1……………………………………………………………………………7
Lesson 2: What is an American? Exploring Nativist and “Alien” Identities During Eras of
Immigration……………………………………………………………………………………....20
Resources for Lesson 2…………………………………………………………………………..24
Lesson 3: Keeping Nativism Alive: Immigration in the 21st Century…………………………...35
Resources for Lesson 3…………………………………………………………………………..40
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Lesson Plan #1
1. Introducing the Initial Struggles of Immigration
Essential Question: What initial struggles did immigrants face when reaching their new
home?
2. Overview
Students will be introduced to the initial struggles immigrants faced when coming to
America. In order for students to develop an understanding of these struggles they will be
expected to use primary source analysis skills to interpret the meanings of videos and
pictures.
3. Objectives
Students will integrate primary source analysis into their understanding of the struggles early
immigrants faced when arriving to America and will demonstrate this by completing a
formative writing assessment.
4. Standards (State and Common Core)
CCSS.ELA-‐Literacy in History/Social Studies.RH.11-‐12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-‐Literacy in History/Social Studies.WHST.11-‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self-‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Illinois Learning Standard 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings.) 5. Time Required One 45-‐Minute Class Period 6. Recommended Grade Range 10-‐12 7. Subject/Topic 3
Social Science: Immigration PREPARATION 8. Materials Used • Projector/Screen to show video. • Paper copies of “Video Guiding Questions” o Print or adapt from Figure 1.1 • Suit Case (optional) • RAFT Graphic Organizer o Print or adapt from Figure 1.2 9. Resources Used Edison, Thomas A., Inc. “Emigrants [i.e. immigrants] landing at Ellis Island.” 1903. http://www.loc.gov/item/00694367/ “Leong Yin: certificate of residence: From Immigration documents miscellany.” April 14, 1894. http://memory.loc.gov/cgi-‐
bin/query/h?ammem/cic:@field%28NUMBER+@lit%28brk3848%29%29 Minard, Charles Joseph. “Carte figurative et approximative représentant pour l'année 1858 les émigrants du globe, les pays dóu ils partent et ceux oú ils arriven.” 1862. http://www.loc.gov/item/98687134/#about-‐this-‐item Underwood & Underwood. “Emigrants in "pens" at Ellis Island, New York, probably on or near Christmas -‐-‐note the decorations.” 1906. http://www.loc.gov/pictures/item/2012646352/ Underwood & Underwood. “Physicians examining a group of Jewish immigrants.” 1907. http://www.loc.gov/pictures/item/2012646350/ PROCEDURE 10. Description of Procedure 1. Class will begin by students making a list of everything they know about immigration; including immigration in the past and present. Once lists are generated, students will share their prior knowledge and we will have a brief discussion. (5 minutes) 2. Students will be given the “Video Guiding Questions” sheet (Figure 1.1). This sheet will be used while watching the video, “Emigrants [i.e. immigrants] landing at Ellis Island.” (project on screen) Students will answer the guiding questions, 4
as well as jot down anything else they observe in the video, or questions they develop. (4 minutes) 3. After watching the video students will share what they noticed/what stood out to them. If students haven’t noticed that the immigrants only had one or two suitcases or bags with them, I will bring it up. We will have a brief discussion regarding the small amount of luggage travelers brought on their move to a new country. (5 minutes) 4. Students will be asked to imagine they are relocating to a new country and only traveling with a limited number of family members. They will then make a list of all of the essential items they would want to bring on their trip. (2 minutes) 5. After students make their lists, I will pull out a carry-‐on suitcase and tell students to revise their list, limiting it to items that will fit into the suitcase. (2 minutes) 6. After students have completed their list I will ask them to note what was most challenging about narrowing their list, what items they deemed most important for the trip, and what items were hardest to leave behind. Students will be picked at random to share their answers and discuss their struggles with the exercise. (5 minutes) 7. Following our brief discussion, students will do a gallery walk, looking at the following sources: (10-‐15 minutes) i. “Leong Yin: certificate of residence: From Immigration documents miscellany” (Photo) (Gallery Walk Image I) ii. “Map of Immigrant Travel Routes; Paris: Charles Joseph Minard, 1862 (Photo) (Gallery Walk Image II) iii. “Emigrant in ‘pens’ at Ellis Island, New York” (Photo) (Gallery Walk Image III) iv. Physicians examining a group of Jewish Immigrants (Photo) (Gallery Walk Image IV) *Sources will be displayed on laptops so students will be able to see the images more clearly. Source information will be printed and laid beside the laptops so students can gather background information. 8. While completing the Gallery Walk, students will work on their RAFT graphic organizer (Figure 1.2). For homework they will take on the perspective of an immigrant and write about what their first moments in America would be, what fears/worries they have about the new country, and what they are going to miss about their home country. (Students can begin working with remaining class time, but assignment must be completed for homework.) 11. Extension Ideas 5
Invite students to interview a family member, friend, or classmate who has moved to America from a different country. Students will be encouraged to investigate the individual’s first experiences in a new country and the wide range of emotions and challenges that came with it. EVALUATION 12. Evaluation This lesson requires students to complete a graphic organizer and develop a written response to a prompt. Teachers will access the written response as a formative assessment with an optional rubric. Refer to Figure 1.3 for rubric. CREDITS 13. Designer(s) Rebecca Kijek Teacher, Jane Addams High School 6
Gallery Walk Image I: “Leong Yin: certificate of residence: From Immigration documents miscellany.” April 14, 1894. http://memory.loc.gov/cgi-‐
bin/query/h?ammem/cic:@field%28NUMBER+@lit%28brk3848%29%29 7
http://memory.loc.gov/cgi-‐
bin/query/h?ammem/cic:@field%28NUMBER+@lit%28brk3848%29%29 •
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Leong Yin: certificate of residence: From Immigration documents miscellany
CREATED/PUBLISHED
14 April 1894
PART OF GROUP
Immigration documents miscellany
GROUP SUMMARY
Consists of an assortment of legal documents relating to various Chinese immigrants in
Los Angeles, Oakland, Redlands, Riverside, and San Bernardino, Calif., including
certificates of identity, with photoprints attached. Also includes certificates of entry,
residency, and departure, coaching papers, other travel documents, affidavits, and letters.
SUBJECTS
o Chinese/Chinese American Communities
o Chinese Americans – California
o Immigrants – California
o Immigrants – United States – Legal status, laws, etc.
o California – Emigration and immigration
o China – Emigration and immigration
TYPE
text
CALL NUMBER
AAS ARC 2000/41: fol. 5
REPOSITORY
Ethnic Studies Library, University of California, Berkeley
DIGITAL ID
cubcic brk3848
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Gallery Walk Image II:
Minard, Charles Joseph. “Carte figurative et approximative représentant pour l'année 1858 les émigrants du globe, les pays dóu ils partent et ceux oú ils arriven.” 1862. http://www.loc.gov/item/98687134/#about-‐this-‐item 9
http://www.loc.gov/item/98687134/#about-this-item
Title: Carte figurative et approximative représentant pour l'année 1858 les émigrants du globe, les pays dóu ils partent et ceux oú ils arrivent / • Contributor Names: Minard, Charles Joseph, 1781-‐1870. • Created / Published: Paris : Charles Joseph Minard, 1862. • Subject Headings o Emigration and immigration o World maps o Earth • Notes o Fold-‐lined, mounted on cloth. o Available also through the Library of Congress Web site as a raster image. • Medium: 1 map : hand col. ; 51 x 69 cm. • Call Number: G3201.E27 1858 .M5 • Repository o Library of Congress Geography and Map Division Washington, D.C. 20540-‐
4650 dcu • Digital Id: g3201e ct000242 http://hdl.loc.gov/loc.gmd/g3201e.ct000242 • Library of Congress Catalog Number: 98687134 http://lccn.loc.gov/98687134 •
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Gallery Walk Image III:
Underwood & Underwood. “Emigrants in "pens" at Ellis Island, New York, probably on or near Christmas -‐-‐note the decorations.” 1906. http://www.loc.gov/pictures/item/2012646352/ 11
http://www.loc.gov/pictures/item/2012646352/ • Title: [Emigrants in "pens" at Ellis Island, New York, probably on or near Christmas -‐
-‐note the decorations] • Creator(s): Underwood & Underwood, photographer • Date Created/Published: c1906. • Medium: 1 photographic print : stereograph, unmounted. • Summary: Photograph shows room filled with immigrants sitting in numbered pens • Reproduction Number: LC-‐USZ62-‐22341 (b&w film copy neg.) • Rights Advisory: No known restrictions on publication. • Call Number: SSF -‐ Emigration and Immigration -‐-‐ Ellis Island, N.Y. -‐-‐ 1906 [item] [P&P] • Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA http://hdl.loc.gov/loc.pnp/pp.print • Notes: o 88067. o Title from item. • Subjects: o Ellis Island Immigration Station (N.Y. and N.J.)-‐-‐1900-‐1910. o Emigration & immigration-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. o Immigrants-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. o Immigration stations-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. • Format: o Photographic prints-‐-‐1900-‐1910. o Stereographs-‐-‐1900-‐1910. • Collections: o Miscellaneous Items in High Demand • Bookmark This Record: http://www.loc.gov/pictures/item/2012646352/ •
View the MARC Record for this item.
Rights assessment is your responsibility.
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Gallery Walk Image IV:
Underwood & Underwood. “Physicians examining a group of Jewish immigrants.” 1907. http://www.loc.gov/pictures/item/2012646350/ 13
http://www.loc.gov/pictures/item/2012646350/ • Title: [Physicians examining a group of Jewish immigrants] • Creator(s): Underwood & Underwood, copyright claimant • Date Created/Published: c1907. • Medium: 1 photographic print : stereograph, unmounted. • Summary: Photograph shows immigrants gathered in small room, two with shirts off being examined by physicians; eye chart written in Hebrew hangs on wall. • Reproduction Number: LC-‐USZ62-‐22339 (b&w film copy neg.) • Rights Advisory: No known restrictions on publication. • Call Number: SSF -‐ Emigration and Immigration -‐-‐ Ellis Island, N.Y. -‐-‐1907 [item] [P&P] • Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA http://hdl.loc.gov/loc.pnp/pp.print • Notes: o No. 97332. o Devised title on verso: Physicians examining a group of Jews, possibly at Ellis Island. o Title from item. • Subjects: o Ellis Island Immigration Station (N.Y. and N.J.)-‐-‐1900-‐1910. o Immigrants-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. o Immigration stations-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. o Emigration & immigration-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. o Medical examinations-‐-‐Ellis Island (N.J. and N.Y.)-‐-‐1900-‐1910. • Format: o Photographic prints-‐-‐1900-‐1910. o Stereographs-‐-‐1910-‐1910. • Collections: o Miscellaneous Items in High Demand • Bookmark This Record: http://www.loc.gov/pictures/item/2012646350/ View the MARC Record for this item.
Rights assessment is your responsibility.
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http://www.loc.gov/item/00694367/
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Title: Emigrants [i.e. immigrants] landing at Ellis Island / Other Title o Immigrants landing at Ellis Island o Emigrants landing at Ellis Island Created / Published o United States : Thomas A. Edison, Inc., 1903. Subject Headings o Ellis Island Immigration Station (N.Y. and N.J.) o Immigrants-‐-‐New York (State)-‐-‐New York o Ferries-‐-‐New York (State)-‐-‐New York o Emigration and immigration o Ports of entry-‐-‐New York (State)-‐-‐New York Notes o Copyright: Thomas A. Edison; 24July1903; H33775. o Duration: 2:20 at 15 fps. o Camera, Alfred C. Abadie. o 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. Length 140 feet. Class B. $16.80. o The 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. o Paper print shelf number (LC 1591) was changed when paper positive was rehoused. DLC o Additional holdings for this title may be available. Contact reference librarian. DLC o Photographed July 9, 1903. o Available also through the Library of Congress Web site as digital files. o Source used: Niver's Early motion pictures, p. 89. o Early motion pictures : the Paper Print Collection in the Library of Congress / by Kemp R. Niver. Library of Congress. 1985. 15
Medium o 1 film reel of 1 (63 ft., ca. 2 min.) : si., b&w ; 16 mm. viewing print. o 1 film reel of 1 (ca. 158 ft., ca. 2 min.) : si., b&w ; 35 mm. viewing print. o 1 film reel of 1 (63 ft., ca. 2 min.) : si., b&w ; 16 mm. dupe neg pic. o 1 film reel of 1 (ca. 158 ft., ca. 2 min.) : si., b&w ; 35 mm. dupe neg pic. o 1 roll (158 ft.) : b&w ; 35 mm. paper pos. o 1 roll (158 ft.) : b&w ; 35 mm. paper pos (copy 2) • Call Number o FLA 4605 (viewing print) o FEB 9433 (viewing print) o FRA 2839 (dupe neg pic) o FPE 5354 (dupe neg pic) o Box 0853A (paper pos) o Box 5532A (paper pos, copy 2) • Repository o Library of Congress Motion Picture, Broadcasting and Recorded Sound Division Washington, D.C. 20540 USA dcu • Digital Id o lcmp002 m2a10987 http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a10987 • Library of Congress Catalog Number o 00694367 http://lccn.loc.gov/00694367 •
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Figure 1.1: Video Guiding Questions 1. What are your initial reactions to seeing the ship pull up to dock? 2. What types of people are getting off the ships?
3. What are the passengers of the ship carrying? Be sure to note quantity and size of
luggage.
4. Did anything else in the video stand out to you?
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Figure 1.2:
RAFT
Please use the following graphic organizer to collect your ideas while analyzing the primary
source pictures around the classroom. Below the boxes you will find directions for role,
audience, format, and topic. Once you have completed the graphic organizer, please develop
your written response.
R
A
F
T
R- Role: You will assume the role of an Immigrant arriving to America.
A-Audience: Your audience will be relatives that were unable to make the trip with you.
F-Format: This will be written in the form of a personal letter.
T-Topic: In your letter you will write to a family member about your fears, worries, excitements,
and initial experiences in America. Please use the primary sources you analyzed to help develop
your perspective.
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Figure 1.3:
Accuracy
Perspective
Focus
Mechanics
RAFT Grading Rubric
4
3
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Information, Provides Provides details in RAFT accurate information in always accurate. information in RAFT that has Properly RAFT but could some reflects use more inaccuracies or information, support.
omissions.
ideas, and themes related to the subject.
RAFT maintains Explains how Shows little clear, consistent character would insight into how point of view, feel about the character would tone, and ideas event(s).
feel or act relevant to role during the played; ideas event(s).
and information always tied to role and audience.
RAFT stays on Spends most of Spends some topic, never the RAFT time discussing drifts from discussing issues off topic.
required form issues on topic, or type; details but occasionally and information strays from the are included focus.
that are pertinent only to developed purpose.
Essay contains Essay contains Essay contains few to no some fragments, several fragments, run-‐ run-‐ons or sentence errors on sentences; other errors; and mechanical rare errors or occasional mistakes that mechanical mistakes; may interfere mistakes; writing is with ideas and writing is fluent. generally clear. clarity of ideas in writing.
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1
Provides information in RAFT that is incomplete and/or inaccurate.
Does not accurately develop characters, thoughts or reactions to the event(s).
Spends most of RAFT on issues that do not directly deal with the RAFT chosen.
Essay contains mechanical mistakes; is marred by numerous errors. Lesson Plan #2
1. What is an American? Exploring Nativist and “Alien” Identities During Eras of
Immigration
Essential Question: What makes an American? How do reactions to immigration shape
the identity of a country?
2. Overview
Students will continue their study of immigration by analyzing primary and secondary
sources that explain the diversity of the immigrants and the numbers that came to
America.
3. Objectives
Students will be able to understand the multiple populations that immigrated to America
by analyzing primary and secondary sources representing data from the time period.
4. Standards (State and Common Core)
CCSS.ELA-Literacy in History/Social Studies.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy in History/Social Studies.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Illinois Learning Standard 16.A.4b
Analyze and report historical events to determine cause-and-effect relationships.
5. Time Required
Two 45-Minute Class Periods (90 Minutes)
6. Recommender Grade Range
10-12
7. Subject/Topic
Social Science: Immigration
PREPARATION
8. Materials Used
• Speakers and Internet Connection
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Bennett, David H. “Immigration and Immigrants: Anti-immigrant Sentiment.”
http://www.gale.cengage.com/pdf/whitepapers/gdc/Immigration_whtppr.pdf
o Print from link.
Annenberg Classroom. “Immigration Timeline.” Page 1.
http://www.annenbergclassroom.org/files/documents/immigration.pdf
o Print from link.
“Timeline Brainstorming”
o Print or Adapt from Figure 2.1.
Cornell Notes.
o Print or Adapt from Figure 2.2.
“Source Analysis Questions.”
o Print or Adapt from Figure 2.3.
9. Resources Used
Highsmith, Carol M. “Statue of Liberty, New York.” 1980.
http://www.loc.gov/pictures/item/2011632115/
Ostriker, Alicia. “Alicia Ostriker reads Emma Lazarus’ ‘The New Colossus’.”
http://www.loc.gov/poetry/poetry-of-america/american-identity/aliciaostrikeremmalazarus.html
Unknown. “Immigration figures 1903.” 1903. http://memory.loc.gov/cgibin/query/r?ammem/rbpebib:@field%28NUMBER+@band%28rbpe+07902500%29%29
*Optional:
Lazarus, Emma. “The New Colossus.” 1883. http://www.loc.gov/poetry/poetry-ofamerica/american-identity/aliciaostriker-emmalazarus.html
PROCEDURE
10. Description of Procedure
Day I
1. Class will begin with a brief analysis of the “Immigration Timeline,” page 1
(handout). Students will be given the timeline along with the “Timeline
Brainstorming” graphic organizer (figure 2.1). They will use the timeline to help
organize their ideas and questions about the source. (10 minutes)
2. After students have completed their timeline graphic organizers, they will share their
predictions and questions with the class. We will have a short discussion regarding
their input. (3 minutes)
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3. Students will now have their attention called to the overhead. They will be shown a
picture of the Statue of Liberty (if possible project on screen or handout printed copy)
and asked what it is and what prior knowledge they have about it. They will also be
encouraged to think about what it means within the context of our unit. (3 minutes)
4. Students will listen to “Alicia Ostriker reads Emma Lazarus’ ‘The New Colossus’.”
(Using source link, play recording) Stop recording at 1.23. Ask students for initial
reactions to the poem, and then explain that part of it is on the bottom of the Statue of
Liberty. (3 minutes)
*On the site for the recording you will find a text version of the poem. Print for
students if needed.
5. Students will now be broken into groups to share some details from their homework
(RAFT assignment). They will talk about they worries and concerns about
immigrating to America, and then consider how this poem would make them feel
during their time of vulnerability. These discussions will be used as an informal
assessment. (5 minutes)
6. Students will spend the remaining class time reading a secondary source,
“Immigration and Immigrants: Anti-immigrant Sentiment,” (handout and print from
pdf link) to gather a rounded understanding of the tensions and pressures of this time
period. Students will take notes of the reading using the “Cornell Notes,” format.
(Figure 2.2). (Remaining class time, if students do not finish in class, they will be
required to finish for homework)
*Optional: Cornell Notes
Day II
1. Class will begin by reviewing the previous lesson. We will discuss the main points of
the reading and I will write the prefix “anti” on the board. Under the word, students
will be called up at random to write the words from the reading that started with
“anti.” We will take a moment to look at all of the groups the Nativists were against,
and discuss who exactly was spared of hatred during times of immigration. (10
minutes)
2. Students will be broken into groups for a Jigsaw activity. Each group will be given a
page of the “Immigration figures of 1903” (handout) document. Each group will
analyze their document and answer the question from the “Source Analysis
Questions” document and be prepared to their source to another group. (Figure 2.3).
(15 minutes)
3. Students will be put into new groups so there is an expert for each part of the source
in each group. Each student will then explain their source, using their “Source
Analysis Questions” (Figure 2.3) for help. After each student has explained their
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source, the group will discuss how the source further expands their understanding of
the different types of immigrants that came to America. (15 minutes)
4. After all groups have completed their discussion and analysis of the sources, the
entire class will come together for a whole-class discussion about the exercise.
Students will share their feelings, reactions, and any questions they have about the
material. (5 minutes)
11. Extension Ideas
As a possible extension activity, have students research immigration data from the last
ten years or the data reports from the West Coast during the same time period and
compare it to the data presented in the primary sources from 1903. Have students develop
questions and possibly conclusions by comparing the sources.
EVALUATION
12. Evaluation
Students will be required to complete a graphic organizer while reading their secondary
source. This graphic organizer will show their understanding of key details from the
reading. Along with the graphic organizer students will be required to answer primary
source analysis questions.
CREDITS
13. Designer(s)
Rebecca Kijek
Teacher, Jane Addams High School
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Statue of Liberty, New York. http://www.loc.gov/pictures/item/2011632115/
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Title: Statue of Liberty, New York Creator(s): Highsmith, Carol M., 1946-‐, photographer Date Created/Published: [between 1980 and 2006] Medium: 1 transparency : color ; 4 x 5 in. or smaller Reproduction Number: LC-‐DIG-‐highsm-‐13921 (digital file from original) LC-‐HS503-‐
3066 (color film transparency) Rights Advisory: No known restrictions on publication. Call Number: LC-‐HS503-‐ 3066 (ONLINE) [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA http://hdl.loc.gov/loc.pnp/pp.print Notes: o Digital image produced by Carol M. Highsmith to represent her original film transparency; some details may differ between the film and the digital images. o The Statue of Liberty was dedicated on October 28, 1886, designated as a National Monument in 1924, and was restored for her centennial on July 4, 1986. o Title, date, subject note, and keywords provided by the photographer. o Credit line: Photographs in the Carol M. Highsmith Archive, Library of Congress, Prints and Photographs Division. o Gift and purchase; Carol M. Highsmith; 2011; (DLC/PP-‐2011:124). o Forms part of the Selects Series in the Carol M. Highsmith Archive. Subjects: o United States-‐-‐New York (State)-‐-‐New York. o America. o Statue of Liberty. Format: o Transparencies-‐-‐Color-‐-‐1980-‐2010. Collections: o Highsmith (Carol M.) Archive Part of: Highsmith, Carol M., 1946-‐ Carol M. Highsmith Archive. Bookmark This Record: http://www.loc.gov/pictures/item/2011632115/ View the MARC Record for this item.
Rights assessment is your responsibility.
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Immigration Figures for 1903 Part I:
“Immigration Figures fro 1903.” 1903. http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe07/rbpe079/07902500/rbpe07902500.db&recNum=0&i
temLink=r?ammem/rbpebib:@field%28NUMBER+@band%28rbpe+07902500%29%29&linkT
ext=0
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Immigration Figures for 1903 Part II:
“Immigration Figures fro 1903.” 1903. http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe07/rbpe079/07902500/rbpe07902500.db&recNum=1&i
temLink=r?ammem/rbpebib:@field%28NUMBER+@band%28rbpe+07902500%29%29&linkT
ext=0
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Immigration Figures for 1903 Part III:
“Immigration Figures fro 1903.” 1903. http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe07/rbpe079/07902500/rbpe07902500.db&recNum=2&i
temLink=r?ammem/rbpebib:@field%28NUMBER+@band%28rbpe+07902500%29%29&linkT
ext=0
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Immigration Figures for 1903 Part IV:
“Immigration Figures fro 1903.” 1903. http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe07/rbpe079/07902500/rbpe07902500.db&recNum=3&i
temLink=r?ammem/rbpebib:@field%28NUMBER+@band%28rbpe+07902500%29%29&linkT
ext=0
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http://memory.loc.gov/cgibin/query/r?ammem/rbpebib:@field%28NUMBER+@band%28rbpe+07902500%29%29
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Immigration figures for 1903. (From data furnished by the Commissioner-general
of immigration. Comparison of the fiscal years ending June 30, 1902 and 1903.
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U. S. Commissioner-general of immigration.
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NOTES
o Publications of the Immigration restriction league No. 38.
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Page Order: Leaflet
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Printed Ephemera Collection; Portfolio 79, Folder 25.
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SUBJECTS
o Leaflets--Massachusetts
o United States--Massachusetts.
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MEDIUM
o 4 p.; 23 x 15 cm.
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CALL NUMBER
o Portfolio 79, Folder 25
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PART OF
o Broadsides, leaflets, and pamphlets from America and Europe
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DIGITAL ID
o rbpe 07902500 http://hdl.loc.gov/loc.rbc/rbpe.07902500
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Figure 2.1:
Timeline Brainstorming Timeline Title: ______________________________________________________________________________________ Date Date Date Event Heading Event Heading Event Heading Key Details Key Details Key Details Date Date Date Event Heading Event Heading Event Heading Key Details Key Details Key Details Connections & Questions What predictions & connections could you make about what you will learn in this unit based on above text supports? _____________________________________________________ _____________________________________________________ _____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ What questions could you ask that would focus and guide your reading? 31
Figure 2.2:
Cornell Notes Reduce & then Recite
Record for Review
- Create questions which elicit critical
thinking, not 1 word answers
- Write questions directly across from
the answers in your notes
- Leave a space or draw a pencil line
separating questions
-
Write headings and key words in colored pencil
Take sufficient notes with selective (not too much verbiage) & accurate paraphrasing
Skip a line between ideas and topics
Use bulleted lists and abbreviations
Correctly sequence information
Include diagrams or tables if needed for clarification or length
Cornell Notes Page 2 32
Reduce & Recite
Record for Review
Reflect & Recapitulate
In your own words and in complete sentences, write a 3 – 4 sentence summary paragraph. Your summary should cover the main
concepts of the notes, be accurate, and have adequate details.
Figure 2.3:
Source Analysis Questions
33
1. What are the key details and facts on your document?
2. Why was it important to record this type of information?
3. Is there any information on this document that helps clear up any “Final Thoughts” or
questions you had about the textbook reading?
4. Is there any information on this document that was not included in you textbook reading?
If so what? Does that information change/broaden your understanding of the different
populations that travelled to America?
Lesson Plan #3
1. Keeping Nativism Alive: Immigration in the 21st Century
34
Essential Question: How did/do Americans react to immigration and how could this
reaction be changed?
2. Overview
Students will use the knowledge gained in the previous lessons to analyze current U.S.
policies and reactions to immigration. Students should have base knowledge of what an
Op-Ed is and how to develop one for their formal assessment.
3. Objectives
Students will be able to connect events from the past to current events by analyzing
primary sources and writing an op-ed piece to show their understanding.
4. Standards (State and Common Core)
CCSS.ELA-Literacy in History/Social Studies.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy in History/Social Studies.WHST.11-12.2.
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
Illinois Learning Standard 16.A.5a
Analyze historical and contemporary developments using methods of historical inquiry
(pose questions, collect and analyze Data, make and support inferences with evidence,
report findings).
5. Time Required
Two 45-Minute Class Periods (90 minutes)
6. Recommended Grade Range
10-12
7. Subject/Topic
Social Science: Immigration
PREPARATION
8. Materials Used
• Annenberg Classroom. “Immigration Timeline.” Page 2-3.
http://www.annenbergclassroom.org/files/documents/immigration.pdf
o Print from link.
• “Questions to Consider.”
35
•
•
•
•
•
•
•
•
o Print or Adapt from Figure 3.1.
“Image O-R-Q Chart.”
o Print or Adapt from Figure 3.2.
Romero, Anthony D. “The Stories We Tell.” September 28, 2011.
http://www.huffingtonpost.com/anthony-d-romero/the-stories-wetell_b_985147.html
o Print from link.
“Alike but Different” graphic organizer.
o Print or Adapt from Figure 3.3.
Op-Ed Writing Prompt.
o Print or Adapt from Figure 3.4.
Op-Ed Grading Rubric.
o Print or Adapt from Figure 3.5.
Brin, David. “Stop Immigration.” October 24, 2011.
http://davidbrin.wordpress.com/2011/10/24/political-idea-bomb-1-re-jigger-theimmigration-debate/
Hanson, Johnny. “Make English Americas Offical Language.” May 25, 2011.
http://www.huffingtonpost.com/2008/05/04/whoops-anti-immigrationp_n_100043.html
Shelley, Allison. “Anti-Amnesty Groups Rally Against Reform in D.C.” April 10,
2013.
http://www.google.com/hostednews/getty/article/ALeqM5g3AQQwn4Nustq1Nqv
_yqOpDLZQnw?docId=166236515
9. Resources Used
Currie, N. “The Propagation Society. More free than welcome.” 1855.
http://www.loc.gov/pictures/item/2003656589/
Farwell & Co., J.E. “American citizens! We appeal to you in all calmness. It is not time
to pause?...A paper entitled the American patriot.” 1852.
http://www.loc.gov/pictures/item/2008661538/
Lovett, Merton R. & Damiani, Roland. “Show Machinery Worker, Beverly #1.” 1939.
http://www.loc.gov/item/wpalh000679/
Washington, Govt. print off. “Immigration laws. Act of February 5, 1917.” 1922.
http://www.loc.gov/item/22019016/
PROCEDURE
10. Description of Procedure
Day I
36
1. Students will be given pages 2 and 3 of the “Immigration Timeline” (handout printed
from pdf link). They will take a few minutes to look over the timeline, just to
familiarize themselves with it. (3 minutes)
2. After briefly looking at the timeline, students will put it aside so it can be referenced
later. As a class we will look at the selected pages of the “Immigration laws. Act of
February 5, 1917,” document. Each page will be projected onto the Promethean
Board (Smart Board, or projection screen), and the teacher will read the document to
the class. Students will answer the “Questions to Consider,” questions. (Figure 3.1)
We will then discuss the questions as a class. (20 minutes)
*Note: the vocabulary in this document is challenging. Doing this as a class may be
beneficial for sorting out the new vocabulary. (Naturalized, Isthmian Canal Zone,
jurisdiction, conveyance)
3. Students will be broken into groups and given the “Image O-R-Q Chart” (Figure 3.2)
along with a packet of images and their information pages. They will work on filling
out the entire chart based off the images. (20 minutes)
a. Images included in packet:
i. Farwell & Co., J.E. “American citizens! We appeal to you in all
calmness. It is not time to pause?...A paper entitled the American
patriot.” 1852. http://www.loc.gov/pictures/item/2008661538/ (Image
Packet Image I)
ii. Currie, N. “The Propagation Society. More free than welcome.” 1855.
http://www.loc.gov/pictures/item/2003656589/ (Image Packet Image
II)
iii. Shelley, Allison. “Anti-Amnesty Groups Rally Against Reform in
D.C.” April 10, 2013.
http://www.google.com/hostednews/getty/article/ALeqM5g3AQQwn4
Nustq1Nqv_yqOpDLZQnw?docId=166236515 (Image Packet Image
III)
iv. Hanson, Johnny. “Make English Americas Official Language.” May
25, 2011. http://www.huffingtonpost.com/2008/05/04/whoops-antiimmigration-p_n_100043.html (Image Packet Image IV)
v. Brin, David. “Stop Immigration.” October 24, 2011.
http://davidbrin.wordpress.com/2011/10/24/political-idea-bomb-1-rejigger-the-immigration-debate/ (Image Packet Image V)
*If technology/laptops/iPads are available, consider putting images and
information pages into a PowerPoint or word document so students can see them
better. Images can be arranged in whatever order you see best.
4. The class will talk about their reactions and feelings about the images with the
remaining class time and told to hold onto their “Image O-R-Q Charts” until the next
class period.
5.
Day II
37
1. Students will pull out “Immigration Timeline” (handout printed from pdf link) and
“Image O-R-Q Chart” from previous class so they can reference them for this lesson.
(1 minute)
2. Students will be given the “Alike but Different” (Figure 3.3) graphic organizer, along
with the primary source, “Shoe Machine Worker: Beverly #1,” (handout) and the oped article “The Stories We Tell.” (handout) Students will spend the class period
reading the two sources and filling out the “Alike but Different” graphic organizer
(Figure 3.3). (35 minutes)
3. With the remaining class time students will be given their “Op-Ed Assignment”
(Figure 3.4) and the “Op-Ed Rubric” (Figure 3.5). This will be used as the summative
assessment for the unit. Students will be allowed to use all sources (primary and
secondary) to help develop their written response.
*Students should have background of writing Op-Eds. They can also use “The
Stories We Tell” (handout) as a model to develop their own. If students are not
familiar with it, you can adapt the writing assignment to an expository prompt
detailing the similarities and differences between past and present reactions to
immigration.
*This can either be done for homework or students can be given entire next class
period to work on it. In the case students are given entire class period to work on
it, extend time to work on “Alike but Different” graphic organizer.
11. Extension Ideas
As a possible extension activity, give students the opportunity to research antiimmigration sentiments in the 21st Century and bring their findings back to class to share
with their peers.
EVALUATION
12. Evaluation
● Formative Assessments:
o “Questions to Consider” (figure 3.1)
o “Image O-R-Q Chart” (figure 3.2)
o “Alike but Different” graphic organizer (figure 3.3)
● Summative Assessment:
o “Op-Ed Assignment” (figure 3.4)
§ Students will be assessed with attached rubric (figure 3.5) and
expected to show a clear understanding of the similarities between
America’s past and present immigration policies and reactions.
CREDITS
13. Designer(s)
38
Rebecca Kijek
Teacher, Jane Addams High School
Immigration Laws Image I:
39
“Immigration laws. Act of February 5, 1917.” http://www.loc.gov/item/22019016/
Immigration Laws Image II:
40
“Immigration laws. Act of February 5, 1917.” http://www.loc.gov/item/22019016/
Immigration Laws Image III:
41
“Immigration laws. Act of February 5, 1917.” http://www.loc.gov/item/22019016/
42
•
•
•
•
•
•
•
•
•
Title:
o Immigration laws. Act of February 5, 1917
Contributor Names
o United States.
Created / Published
o Washington, Govt. print. off., 1922.
Subject Headings
o Emigration and immigration
Notes
o At head of title: U.S. Department of Labor. James J. Davis, secretary. Bureau of
Immigration, W.W. Husband, commissioner general.
o Also available in digital form on the Library of Congress Web site.
Medium
o 111 p. 24 cm.
Call Number
o JV6422 1922 August
Digital Id
o http://hdl.loc.gov/loc.gdc/scd0001.20090811193im.1
o http://hdl.loc.gov/loc.gdc/scd0001.20090811193im.2
Library of Congress Catalog Number
o 22019016
43
Image Packet Image I:
“American citizens! We appeal to you in all calmness. Is it not time to pause? … A paper
entitled the American patriot.” J.E. Farewell & Co. Boston 1852.
http://www.loc.gov/pictures/item/2008661538/
44
•
•
•
•
•
•
•
Title: American citizens! We appeal to you in all calmness. Is it not time to pause? . . . A
paper entitled the American patriot
Related Names:
o
J.E. Farwell & Co.
Date Created/Published: Boston : Published by J.E. Farwell & Co., 1852.
Medium: 1 print : wood-engraving with letterpress on wove paper ; 24.7 x 33.4 cm.
(image)
Summary: An advertisement announcing publication of the "American Citizen," a shortlived nativist newspaper. The broadside is illustrated with an elaborate and venomous
anti-Catholic scene. At left a temple of Liberty stands on a mound labeled "Constitution
and Laws." At the foot of the hill is a gathering of native Americans, including sailors,
farmers, soldiers, and a Revolutionary War veteran. They hold banners emblazoned with
such mottoes as "The Bible The Cornerstone of Liberty," "Beware of Foreign Influence,"
"None But Americans Shall Rule America," and "Education, Morality, and Religion."
Other banners bear the names of sites of great revolutionary battles. In the background
are a harbor with ships and the skyline of a city. In contrast, an unruly contingent of
foreigners, mostly Irish, alight from a newly landed ship at right. The ship, "from Cork,"
bears the papal coat of arms. The foreigners carry banners reading, "We Are Bound to
Carry Out the Pious Intentions of His Holiness the Pope," "Americans Shant Rule Us!!"
and "Fradom of Spache and Action!" Among them are several clerics, a drunken mother
with several children, and a few unkempt ruffians. One of the newcomers (lower right)
beats a man with a club. In the distance, across the ocean, the basilica of St. Peter's in
Rome is visible. From it issues a giant basilisk wearing the pope's crown, which is seized
by a large hand from above. A commentary is provided in the lengthy continuation of the
title: "Already the enemies of our dearest institutions, like the foreign spies in the Trojan
horse of old, are within our gates. They are disgorging themselves upon us, at the rate of
Hundreds of Thousands Every Year! They aim at nothing short of conquest and
supremacy over us." Below the illustration the text states that the "American Patriot"
favors "protection of American Mechanics Against Foreign Pauper Labor. Foreigners
having a residence in the country of 21 years before voting, Our present Free School
System, and Carrying out the laws of the State, as regards sending back Foreign Paupers
and Criminals." The paper opposes "Papal Agression & Roman Catholicism, Foreigners
holding office, Raising Foreign Military Companies in the United States, Nunneries and
Jesuits, To being taxed for the support of Foreign paupers millions of dollars yearly To
secret Foreign Orders in the U.S."
Reproduction Number: LC-DIG-ppmsca-07575 (digital file from original) LC-USZ6296392 (b&w film copy neg.)
Rights Advisory: No known restrictions on publication.
45
Call Number: PC/US - 1852.F37, no. 1 (B size) [P&P]
Repository: Library of Congress Prints and Photographs Division Washington, D.C.
20540 USA http://hdl.loc.gov/loc.pnp/pp.print
• Notes:
o The Patriot is published by J.E. Farwell & Co., 32 Congress St., Boston, and for
sale at the Periodical Depots in this place.
o Title appears as it is written on the item.
o Purchase; Caroline and Erwin Swann Memorial Fund.
o Forms part of: American cartoon print filing series (Library of Congress)
o Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston :
G.K. Hall, 1991, entry 1852-3.
• Subjects:
o Anti-Catholicism--1850-1860.
o Emigration & immigration--Irish--United States--1850-1860.
o Employment--1850-1860.
o Temple of Liberty.
• Format:
o Political cartoons--1850-1860.
o Wood engravings--1850-1860.
• Collections:
o Cartoon Prints, American
• Part of: American cartoon print filing series (Library of Congress)
• Bookmark This Record:
http://www.loc.gov/pictures/item/2008661538/
View the MARC Record for this item.
Rights assessment is your responsibility.
•
•
46
Image Packet Image II:
“The Propagation Society. More free than welcome.” N. Currie. 1855.
http://www.loc.gov/pictures/item/2003656589/
47
•
•
•
•
•
•
•
Title: The Propagation Society. More free than welcome Creator(s): N. Currier (Firm), Date Created/Published: N.Y. : For sale [by Nathaniel Currier] at no. 2 Spruce St., c1855. Medium: 1 print on wove paper : lithograph ; image 29 x 39 cm. Summary: An anti-‐Catholic cartoon, reflecting the nativist perception of the threat posed by the Roman Church's influence in the United States through Irish immigration and Catholic education. The "Propagation Society" is probably the Catholic proselytizing organization, the Society for the Propagation of the Faith. At right, on a shore marked "United States," Brother Jonathan, whittling, leans against a flagpole flying the stars and stripes. "Young America," a boy in a short coat and striped trousers, stands at left, holding out a Bible toward Pope Pius IX, who steps ashore from a boat at left. The latter holds aloft a sword in one hand and a cross in the other. Still in the boat are five bishops. One holds the boat to the shore with a crozier hooked round a shamrock plant. Pope: "My friend we have concluded to take charge of your spiritual welfare, and your temporal estate, so that you need not be troubled with the care of them in future; we will say your prayers and spend your money, while you live, and bury you in the Potters Field, when you die. Kneel then! and kiss our big toe in token of submission." Brother Jonathan: "No you dont, Mr. Pope! your'e altogether too willing; but you cant put 'the mark of the Beast' on Americans." Young America: "You can neither coax, nor frighten our boys, Sir! we can take care of our own worldly affairs, and are determind to "Know nothing" but this book, to guide us in spiritual things." ("Know nothing" is a "double entendre," alluding also to the nativist political party of the same name.) First bishop: "I cannot bear to see that boy, with that horrible book." Second bishop: "Only let us get a good foot hold on the soil, and we'll burn up those Books and elevate this Country to the Same degree of happiness and prosperity, to which we have brought Italy, Spain, Ireland and many other lands." Third bishop: "Sovereign Pontiff! say that if his friends, have any money, when he dies; they may purchase a hole, for him in my cemetery, at a fair price." Fourth bishop: "Go ahead Reverend Father; I'll hold our boat by this sprig of shamrock." The Gale catalog lists another, smaller print issued by Currier in 1853, entitled "The Propagation Society-‐-‐More Freedom than Welcome." Reproduction Number: LC-‐USZ62-‐30815 (b&w film copy neg.) LC-‐DIG-‐pga-‐04985 (digital file from original item) Rights Advisory: No known restrictions on publication. 48
•
•
•
•
•
•
•
Call Number: PGA -‐ Currier & Ives-‐-‐Propagation Society (B size) [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Notes: o Title from item. o Entered ... 1855 by Peter Smith [i.e., Nathaniel Currier] ... o The Library's impression of the present version was deposited for copyright on July 19, 1855. o Probably drawin by Louis Maurer. o Currier & Ives : a catalogue raisonné / compiled by Gale Research. Detroit, MI : Gale Research, c1983, no. 5382 o Weitenkampf, p. 114 o Published in: American political prints, 1766-‐1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1855-‐4. Subjects: o Young America (personified). o Brother Jonathan. o Catholic Church, hostility toward. o Immigration. o Irish-‐Americans. o Know Nothings. o Pius IX, pope. o Society for the Propagation of the Faith. o Schools. Format: o Lithographs-‐-‐1850-‐1860. o Political cartoons-‐-‐1850-‐1860. Collections: o Cartoon Prints, American o Popular Graphic Arts Bookmark This Record: http://www.loc.gov/pictures/item/2003656589/ View the MARC Record for this item.
Rights assessment is your responsibility.
49
Image Packet Image III:
“Anti-Amnesty Groups Rally Against Reform in D.C.” Allison Shelley. April 10, 2013.
http://www.google.com/hostednews/getty/article/ALeqM5g3AQQwn4Nustq1Nqv_yqOp
DLZQnw?docId=166236515
50
Image Packet Image IV:
“Make English Americas Offical Language.” Johnny Hanson. May 25, 2011.
http://www.huffingtonpost.com/2008/05/04/whoops-anti-immigration-p_n_100043.html
51
Image Packet Image V:
“Stop Immigration.” David Brin. October 24, 2011.
http://davidbrin.wordpress.com/2011/10/24/political-idea-bomb-1-re-jigger-the-immigrationdebate/
52
Shoe Machinery Worker, Beverly #1—Image 1:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://www.loc.gov/resource/wpalh1.14090107/#seq-1
53
Shoe Machinery Worker, Beverly #1—Image 2:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://lcweb2.loc.gov/mss/wpalh1/14/1409/14090107/14090102.gif
54
Shoe Machinery Worker, Beverly #1—Image 3:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://lcweb2.loc.gov/mss/wpalh1/14/1409/14090107/14090103.gif
55
Shoe Machinery Worker, Beverly #1—Image 4:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://lcweb2.loc.gov/mss/wpalh1/14/1409/14090107/14090104.gif
56
Shoe Machinery Worker, Beverly #1—Image 5:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://lcweb2.loc.gov/mss/wpalh1/14/1409/14090107/14090105.gif
57
Shoe Machinery Worker, Beverly #1—Image 6:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://lcweb2.loc.gov/mss/wpalh1/14/1409/14090107/14090106.gif
58
Shoe Machinery Worker, Beverly #1—Image 7:
“Shoe Machinery Worker, Beverly #1.” Merton Lovett & Roland Damiani. 1939.
http://lcweb2.loc.gov/mss/wpalh1/14/1409/14090107/14090107.gif
59
o Title
• [Shoe Machinery Worker, Beverly #1]
o Contributor Names
• Lovett, Merton R. (Author of dialog)
• Damiani, Roland (Interviewee)
o Created / Published
• Massachusetts
o Subject Headings
• Emigration and Immigration
• Italian Americans
• Shoemakers
• Life Histories
• Living Lore In New England
• European immigrants
• Narratives
• Italy
• United States -- Massachusetts -- Beverly
o Genre
• Narratives
o Call Number
• series: Folklore Project, Life Histories, 1936-39
• MSS55715: BOX A714
o Source Collection
• U.S. Work Projects Administration, Federal Writers' Project
o Repository
• Manuscript Division
60
Figure 3.1:
Questions to Consider
For “Immigration laws. Act of February 5, 1917.”
1. How does this document define an alien?
2. Why does this document put so much detail into its explanations of the law?
3. Who is this legislation directly against? What specific terms does this document use in
Section 3? Why does it use these words?
61
Figure 3.2:
Image O-R-Q Chart
Observe
Item A
Reflect
Question
Item B
Item C
Item D
Item E
62
Figure 3.3:
Alike but Different
Read the two different sources and fill out the graphic organizer below
Title 1: ____________________________
Title 2:_____________________________
___________________________________
____________________________________
ALIKE
In the space below please write what the two readings have in common. Be as specific as
possible.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
DIFFERENT
In the space below please write the differences between the two readings. Be as specific as
possible.
Title 1:
Title 2:
___________________________________
______________________________
___________________________________
______________________________
___________________________________
______________________________
63
___________________________________
____________________________
Figure 3.4:
Op-Ed Assignment
You are being given the responsibility of writing an Op-Ed to the local newspaper. It is your job
to inform the community of your opinion regarding America’s history of immigration and the
similarities it has today. In doing this you can argue that the U.S. has not learned from its past
and is repeating the same mistake regarding immigration, or that the current policies and debates
surrounding immigration are not similar to those in the past. In writing this piece, you will need
to write at least 3 paragraphs, use specific details, and address a counter argument. You will be
graded with the attached rubric.
64
65
Figure 3.5:
Op-Ed Grading Rubric
Issue/Background Contains an abundant
amount of
background
information about the
issue
(who, what, when,
where, why, how).
Contains some
background
information about
the issue
Contains very
little information
about the
background
information
Contains confusing and
irrelevant
background information
(or none at all)
Opinion
Has a clearly stated
opinion toward the
beginning of the article
which continues
throughout
Has an opinion that
could be stated
more clearly using
better wording
Has an opinion
Writer is very confused
but it is somewhat about his/her
confusing
opinion on the issue or
no opinion is
present
Knowledge &
Support of
Position
Writing contains at
least 2 outstanding,
distinct, logical reasons
for the stated
opinion. Factual
support or knowledge
of issue is clearly
evident
Writing contains at
least 2 reasons
for stated opinion
(distinct and
logical reasons but
not obvious).
Writing contains
only one valid
reason for opinion
given.
Writing does not contain
any valid
reasons for the given
opinion
Ends the article
giving specific –
albeit conventional
and obvious –
recommendations
for the reader.
Ends the article
giving at least one
ordinary
recommendation
for the
reader.
Ends the article without
any clear
recommendations for
the reader to take
action. Concludes too
abruptly
Uses mostly correct
grammar and
spelling. Some
attempt at variety in
words
choice/sentence
variety
Several grammar
and spelling
mistakes. Words
choices are
simple; sentences
lack variety.
Many grammar and
spelling mistakes.
Word choices are weak
and sentence
variety is nonexistent.
Ends the article giving
Solution
Recommendations very specific and
outstanding
Conclusions
recommendations for
the
reader to take action.
Reader feels
compelled to act.
Mechanics
Uses all correct
grammar and spelling
throughout. Sentence
variety and word
choices are outstanding
66
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