Clarence Roberts, Jr.
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Immigrant
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Xenophobia
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Urban
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Rural
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Stereotype
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Ghetto
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Assimilation
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Political machines
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Native born American
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Prejudice
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Emigration
This unit is intended for eighth grade students engaged in the study of United States history. It can be tailored to fit the needs of all students. It can be adapted to any text on United States with a section on immigrants.
The unit should last a minimum of five weeks. In five weeks, the unit may be broken down as follows (weekly topics are not written in behavior terms):
Week 1: Introduction and background information
Week 2: Italians as urban immigrants to America
Week 3: Slaves as urban immigrants to America
Week 4: Blacks and the northern migration to urban cities
Week 5: Review, evaluation and presentation of reports and/or projects.
SAMPLE BREAKDOWN OF TOPICS ON DAILY BASIS
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I
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Week 2:
Italians as Urban Immigrants to American
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First Day:
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To know two reasons why Italians emigrated from Italy
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Second Day:
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To discuss attitudes of Americans towards the Italian immigrant
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Third Day:
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To know what skills and ideas first generation Italians brought with them
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Fourth Day:
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To compare ideas and attitudes of first and second generation Italians. To know how well second generation Italians assimilated
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Fifth Day:
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To appreciate the contributions of Italians to society.
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II.
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Week 3:
Slavs as Urban Immigrant to America
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(teacher will decide which Slavic country is to be viewed)
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First Day:
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To understand reasons why Slavs came to America
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Second Day:
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To discuss attitudes of Americans toward the immigrants
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Third Day:
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To discuss the type of jobs these unskilled laborers were forced to take
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Fourth Day:
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To compare skills and attitudes of first and second generation Slavs
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Fifth Day:
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To appreciate the contributions of Slavs to American develop.
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III.
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Week 4:
Blacks and the Northern Migration to Urban Cities
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First Day:
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To understand reasons why blacks left the South in such large numbers
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Second Day:
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To discuss northern attitudes towards blacks
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Third Day:
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To know what conditions created the need for unskilled labor at that time
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Fourth Day:
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To discuss conditions that might have hindered blacks attempts at assimilation
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Fifth Day:
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To appreciate the contributions of blacks towards the development of America.
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SAMPLE LESSON PLANS
Week 2, First Day:
Objective
To know two reasons why Italians emigrated from Italy.
Statement
Economic conditions in Italy and high hopes encouraged many Italians to emigrate
Materials
Standard classroom atlas with two or more of the following maps in it: political, topography, agriculture, industrial and resources.
Discuss, with students, the above maps. Have students locate Italy on the maps. Choose two other countries (for comparative purposes) and locate them. Have students make list—while discussing orally—of the landforms found in Italy, the resources, industry, etc. The discussion questions should be designed to lead students to the following conclusions:
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The capital of Italy is Rome.
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More than 2/3 of the country is mountainous.
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The mountainous regions only encouraged sheep herding.
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Vineyards are found mostly in the northeast.
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Italy’s main resources are: natural gas, water power, sulfur, mercury and bauxite.
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Italy lacked major industries.
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Less than 1/3 of the land was suitable for farming.
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Italy was facing overpopulation at time of emigration.
Teacher will help student to understand data to infer that those conditions, among others, made it difficult for most Italians to achieve economic prosperity. That and the lure of abundant opportunities encouraged Italians to emigrate in large numbers.
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Week 3, Fourth Day:
Objective
Using quotes and statements student will discuss and compare skills and attitudes of first and second generation Poles.
Statement
Second generation Slavs showed very little progress (advancement) over that of their parents.
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Materials
Statements based on readings from teacher’s
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bibliography. In particular the essay by John Bodnar, “Immigration and Modernization; the case of Slavic Peasants in Industrial American”.
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Discuss with students the prose section of unit on Slavs. After discussion ramdonly pass out index cards to groups of students. Inform student that he/she will have one minute to study the statement given in group. He will then be called on to lead a four minute class discussion on that theme. Suggested statements:(a) “Like their fathers, second generation Slavs showed an aversion to change positions once he was established in his job.” (b) The immigrant parent exerted a great deal of influence in shaping the career aspirations of the child. (c) The continuation of working-class Slavic attitudes was insured by the absence of social mobility. (d) “Work was still conceived as an instrument of survival rather than a means to . . . advancement.” (e) Second generation Slavs continued to live in Slavic communities where they were educated in the old values of first generation Slavs.
Teacher should end lesson with summary that ties everything together.
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Week 4, First Day:
Objective
To know why blacks left the South for northern cities.
Statement
Frustrated with their efforts to advance in southern cities (rural areas) blacks headed north in search of jobs and a better lifestyle.
Materials
Text (or handouts if text is not available), “The AfroAmerican In United States History”.
Begin lesson with a discussion of the objective (written on board). Based on discussions during week of introduction, have student infer as to why they think blacks migrated north.
Student and/or teacher will read and discuss pages 230233 of chapter 21.
