Created by: Gina Giannone Evelyn Gomez Dondre Jones Scott Lercher James Rodriguez

1. Unit Immigration Created by: Gina Giannone Evelyn Gomez Dondre Jones Scott Lercher James Rodriguez

2. Big Idea/Enduring Understanding Throughout American history and up to present day immigration has changed the face of American life.

3. Essential Questions • What impact does immigration have on American Society? • What was urban life like in the early 1900s? • Evaluate the conditions people work under during the late 1800s. • Describe what led to immigration restriction. • Evaluate if your immigrant experience to America is different or similar to past immigrants.

4. Common Core Standards and Indicators • RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. • RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. • RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). • RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. • RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). • RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). • RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. • RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. • WH.6-8.1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • WH.6-8. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • WH.6-8. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • WH.6-8. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

5. Content Skills/ Strategies Skills / Strategies Students will be able to: Comprehension Comparing and contrasting ideas Identify case and effect Drawing inferences and making conclusions Paraphrasing; evaluating content Research and Writing Skills Getting information; using various note-taking strategies Identifying and using primary and secondary sources Supporting a position with relevant facts and documents. Graph and image Decoding images (graphs, cartoons, paintings, photographs) Analysis skills Interpreting graphs and other images Drawing conclusions and making predictions Sequencing and Chronology Skills Using he vocabulary of time and chronology Understanding the concepts of time, continuity and change Using sequence and order to plan and accomplish task. • Content Students will be expected to know: • Explain the different viewpoints for and against immigration restriction during the early 20th century. • Explain how tenement life affected immigrant families. • Describe the working conditions children worked under during the late 1800s. • Evaluate how the Triangle Shirt Fire changed American society forever. • Evaluate if your immigrant experience to America is different or similar to past immigrants.

6. Task 1 Task 1 Using a Double Entry Journal students will read excerpts from Jacob Riis’ “How the Other Half Lives.” The students will be separated into four groups and each group will be charged with discovering/uncovering examples of tenement life by identifying the particular ethnic group, elements and effects of the living conditions. Afterwards the students will be re-organized into jig-saw groups with representatives from the original pairings and share their expertise learned from reading the excerpts. Working in cooperative groups, each student will develop potential questions and answers about the rigors of tenement life. (James Rodriguez) Assessment Depth of Knowledge Students will complete Double Entry Journals to analyze a primary source document and create written reflections, reactions and commentary about tenement life in the Lower East Side of New York as depicted in Jacob Riis’ “How the Other Half Lives.” Level 3 Determine the author’s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts. Level 4 Analyze and Synthesize information from multiple sources.

9. Task 2 Task 2 In this activity, students will watch the documentary Heaven Will Protect the Working Girl in sections, with documents and exercises designed to support and reinforce the film's key concepts: workers challenging the effects of industrial capitalism, the impact on immigrant families of young women earning money in the garment industry, and the methods used by women to improve working conditions in factories during the Progressive Era. “Setting the Scene” Active Viewing Sheet Heaven Will Protect the Working Girl The creators of this documentary use the first 2 minutes 40 seconds to interest, excite, and instruct the viewer on the themes and events of the turn of the 20th century in New York City. Students will partner up with someone as we dissect this introduction that uses mostly film footage from 100 years ago, along with photos and quotes. The class will be split into 2 groups (A and B). Each group will have a different activity for the same portion of the DVD; within the group, you will work with a partner to complete the assigned task. The students will view the opening scenes twice. In the first viewing take mental notes. During the second viewing everyone please take actual notes. The students in group A will watch the DVD, and note the scene, photo, and phrase(s) that the creators of the documentary use to introduce the main themes in the following three categories: City Life Labor problems Immigration The students in group B will note the scene, photo, and phrase(s) that the creators of the documentary use to introduce the main themes. Look for examples in the following five categories: Transportation Buildings Clothing Activities conducted by people Types of people (race, gender, class) Complete the following phrase: The major themes or ideas being presented are… (Dondre Jones) Students will analyze and compare data from newspaper articles and testimony on the Triangle fire and Imperial Foods Company fire which killed twenty-five people in a North Carolina chicken processing plant in 1991. Although there were no children involved in the Imperial fire, many of the victims were single parents impacting children’s lives nonetheless. Students will then write a letter to the editor of a newspaper of today using evidence from the accompanying chart concerning the deplorable conditions of labor then and now. Assessment Depth of Knowledge Level 3 Determine the author’s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts. Level 4 Analyze and Synthesize information from multiple sources

11. Task 3 Task 3 • Using graphic organizer students will analyze a primary document on the Triangle Shirtwaist Factory Fire. Students with different documents will from a group and share-out their analysis with the group. Groups will than come up with an essential question they would use their documents to answer. Groups will create an exhibit board with their documents that answer their essential question. Students will present their exhibits to the class and explain how the primary sources they used in their exhibit answer their essential question. After presentations students will answer evaluation question on graphic organizer. (Gina Giannone) Assessment Students will complete graphic organizer while analyzing a primary document and answer evaluation question (5-8 sentences). Evaluate how the Triangle Shirt Fire changed American society forever. Depth of Knowledge Level 3 Determine the author’s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts. Level 4 Analyze and Synthesize information from multiple sources

12. The people began to throw themselves out of the windows. All the machines were bubbling with flames. I had my fur coat and hat with two feathers and a green woolen skirt which I pulled over my hat and my head. I know I ran to the windows but then I backed away. I know I was all wet but it could not have been from the firemen's hose. I cannot remember whether I wet myself with a pail of water or somebody threw it at me. I ran back toward the freight elevator through the open aisle which was the last aisle after the machines and I went to the back staircase door. I remember there was a big barrel of oil near that door and when I opened the door and ran through and began to go down the staircase I heard a loud bursting noise. Maybe the barrel of oil exploded. Anna Pidone Job: Forelady 9th floor Interview: September 10, 1957

13. Triangle Factory Fire Cartoon Document Analysis Graphic Organizer Triangle Factory Fire Photo Document Analysis Graphic Organizer Triangle Factory Fire Text Document Analysis Graphic Organizer Evaluate how the Triangle Shirt Fire changed American society forever. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Task 4 Task 4 Students will be able to compare and contrast the validity of two primary sources that detail life in the Five Points neighborhood of New York City. • In their groups, students will be given a document titled Five Points, 1827 and a corresponding worksheet. • Teacher will briefly model the task and review with students what the expectations of the activity. • Students will complete the Analysis Worksheet for the document. • In groups, students will be given a document titled Table of Emigrant Savings Bank Account Records and a corresponding worksheet. • Teacher will briefly model the task and decode with headings of the account table with the students. • Students will complete the analysis worksheet for the document. Assessment After presenting their findings the class will then be asked to compare their answers from the Oil Painting, 1827 document to their findings from the Table of Emigrant Savings Bank Account Records. Students will compare how each document presents the neighborhood. Comparison should be between working class neighborhood or slum/dangerous neighborhood. Students will then determine which document shows the most amount of bias towards the Five Points neighborhood and which document gives an accurate representation of the neighborhood.

15. Analysis Worksheet: Five Points, 1827 • 1. Find and circle each of the following in the image: • •PUBLIC WELL • •STONE BUILDINGS • •HORSE-DRAWN CARRIAGES • 2. How many of each of the following do you see in the image? • Fights/Confrontations • Two or more people having a conversation • Words referring to alcohol • Streets • Women looking from second-floor windows • African Americans • 3. Circle One: In the image there are MORE (well-dressed people OR people in work clothes). • Read each of the following statements and decide which one you agree with. Circle your choice. Then explain your reasoning, • citing evidence from the image to support your conclusions. • The Five Points as shown in this painting is a thriving neighborhood. • The Five Points as shown in this painting is a troubled neighborhood. • Because

16. Task: After analyzing the Five Points, 1827 painting and the Emigrant Savings Bank Account Records, complete the t-chart below by citing specific information from each document to show how the Five Points neighborhood was portrayed. Five Points, 1827- PaintingEmigrant Savings Bank Account Example: Most people living in the Five Points neighborhood had jobs. Example: It doesn’t appear as if a lot of people are working. In your opinion, which document provides a more reliable representation of the Five Points neighborhood? Use specific information from the documents to support your answer. Your paragraph should be five to eight sentences long and cite TWO specific examples from the documents to support your answer.

17. Task 5 Task 5 Students will listen and watch a video based on two songs about immigration (Neil Sedaka’s, “The immigrant” and “Neil Diamond’s, “America”). After listening to the songs, they will answer a set of questions. (Evelyn Gomez) Assessment Students will write their own story about their immigration experiences to the United States. Depth of Knowledge Level 4 Analyze and synthesize information from multiple sources

18. Neil Sedaka Lyrics" The Immigrant " Harbors open their arms to the young searching foreigner Come to live in the light of the beacon of liberty
 Plains and open skies Billboards would advertise
 Was it anything like that when you arrived
 Dream boats carried the future to the heart of America People were waiting in line for a place by the river

 It was time when strangers were welcome here
 Music would play they tell me the days were sweet and clear
 It was a sweeter tune And there was so much room
 That people could come from everywhere

 Now he arrives with hopes and his heart set on miracles
 Come to marry his fortune with a hand full of promises
 To find they've closed the door They don't want him anymore
 There isn't any more to go around
 Turning away he remembers he once heard a legend
 That spoke of a mystical magical land called America
 It was time when strangers were welcome here
 Music would play they tell me the days were sweet and clear It was a sweeter tune And there was so much room
 That people could come from everywhere

 It was time when strangers were welcome here
 Music would play they tell me the days were sweet and clear
 It was a sweeter tune And there was so much room
 That people could come from everywhere [url=http://www.lyricstime.com/neil-sedaka-the-immigrant-lyrics.html]Neil Sedaka - The Immigrant Lyrics @ LyricsTime.com[/url] 1974 1. What is the message in Neil Sedaka’s, The Immigrant? 2. According to The Immigrant, how were immigrants treated in the past? 3. According to The Immigrant, what can we infer about how immigrants are treated now?

19. Neil Diamond Lyrics" America " Far, 
 We've been traveling far
 Without a home
 But not without a star
 Free, 
 Only want to be free
 We huddle close
 Hang on to a dream
 On the boats and on the planes They're coming to America
 Never looking back again They're coming to America Home Don't it seem so far away
 Oh, we're traveling light today
 In the eye of the storm
 In the eye of the storm

 Home
 To a new and a shiny place
 Make our bed and we'll say our grace
 Freedom's light burning warm
 Freedom's light burning warm
 Everywhere around the world
 They're coming to America
 Ev'ry time that flag's unfurled
 They're coming to America

 Got a dream to take them there
 They're coming to America
 Got a dream they've come to share
 They're coming to America

 They're coming to America
 They're coming to America
 They're coming to America
 They're coming to America
 Today, Today, Today, Today, Today

 My country 'tis of thee (today)
 Sweet land of liberty (today) Of thee I sing (today)
 Of thee I sing
 Today, Today, Today, Today, Today... [url=http://www.lyricstime.com/neil-diamond-america-lyrics.html]Neil Diamond - America Lyrics @ LyricsTime.com[/url] 1980 1. What is the message in Neil Diamond’s, America? 2. What are the reasons that people continue to come to America in the song? 3. Do you agree with the reasons? Why/why not? 4. Do you think that the song America has a negative tone? Why/why not? 5. How does Neil Sedaka’s song, The Immigrant, differ from that of Neil Diamond’s, America? 6. Which song do you relate to more? Why/why not?

20. Culminating Task End of Unit (summative)-At the end of this unit, students will understand that…. Throughout American history immigration has changed American landscape politically, economically and socially. Assessment Students will complete a Document Based Question Essay. Depth of Knowledge Level 4 Analyze and Synthesize information from multiple sources

21. Culminating TaskDBQ  This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of these documents have been edited for the purpose of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented. Directions: Write a well organized essay that includes an introduction two body paragraphs, and a conclusion. Use evidence from all documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: The United States is a nation of immigrants. For a variety of reasons, groups of people from foreign lands left their native countries and relocated to the United States. Many of these immigrants havechanged the face of American life. . Task: Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to: ______________________________________________________________________________ Explain how immigration has changed the American landscape politically, economically and socially. ______________________________________________________________________________ Discuss & explain means “to make observations about something using facts, reasoning, and argument; to present in some detail.” Guidelines: In your essay be sure to: Develop all aspects of the task Incorporate information from all documents (one for each part of the task) Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme

22. Document 1 A The people began to throw themselves out of the windows. All the machines were bubbling with flames. I had my fur coat and hat with two feathers and a green woolen skirt which I pulled over my hat and my head. I know I ran to the windows but then I backed away. I know I was all wet but it could not have been from the firemen's hose. I cannot remember whether I wet myself with a pail of water or somebody threw it at me. I ran back toward the freight elevator through the open aisle which was the last aisle after the machines and I went to the back staircase door. I remember there was a big barrel of oil near that door and when I opened the door and ran through and began to go down the staircase I heard a loud bursting noise. Maybe the barrel of oil exploded. Anna Pidone Job: Forelady 9th floor Interview: September 10, 1957 Document 1 B The following is a portion of the Preliminary Report of the New York Factory Investigating Commission, 1912 TO THE LEGISLATURE OF THE STATE OF NEW YORK: That exits to outside fire-escapes and to interior stairways, especially when they lead through other portions of the loft, were often unknown to many of the operatives. It certainly is necessary to indicate clearly the location of these exits. A contributing cause to the loss of life in the Triangle Waist Company fire was the lack of clear passageways leading to the fire-escapes and stairways. The employees were so crowded together, seated at tables containing machines, with chairs back to back, that when a great number of them attempted to leave at the same time there was panic and confusion. In the report made by the Superintendent of the New York Board of Fire Underwriters, it was stated that 20 dead bodies were found near the machines "apparently overcome before they could extricate themselves from the crowded aisles." The necessity for clear and unobstructed passageways to exits should be absolutely insisted upon, otherwise with the slightest panic, even without a fire, severe injuries, if not loss of life, would occur. Describe the types of hazards in the work place that caused this fire. Explain what has been put in place in factories in America today to prevent a fire like the Triangle factory fire from happening again.

23. Document 2 Explain why these boys had to work. Could a photo like this be taken in an American Factory today? Justify your answer.

24. Document 3 What can you infer based on the fact that many Irish immigrants living in the Five Points had a bank account at the Emigrant Savings Bank? After analyzing the bank account record, what can you infer about family life in the Five Points neighborhood?

25. Document 5 Based on this photograph, explain two reason that living in a tenement was often difficult for immigrants.

26. Document 4 “The Immigrant” by Neil Sedaka Harbours opened their arms to the young searching foreignerCome to live in the light of the beacon of libertyPlanes and open skies, billboards would advertiseWas it anything like that when you arrivedDreamboats carry the future to the heart of AmericaPeople were waiting in line for a place by the riverIt was a time when strangers were welcome hereMusic would play, they tell me the days were sweet and clearIt was a sweeter tune and there was so much room that people could come from everywhereNow he arrives with his hopes and his heart set on miraclesCome to marry his fortune with a hand full of promisesto find they've closed the door, they don't want him anymoreisn't anymore to go aroundTurning away he remembers he once hearda legend that spoke of a mystical magical land called AmericaThere was a time when strangers were welcome hereMusic would play, they tell me the days were sweet and clearIt was a sweeter tune and there was so much room that people could come from everywhereThere was a time when strangers were welcome hereMusic would play, they tell me the days were sweet and clearThere was a time when strangers were welcome hereMusic would play, they tell me the days were sweet and clear According to Neil Sedaka’s song the “Immigrant” name two reasons foreigners came to America.

27. Culminating Task DBQ Rubric Score of 5: • Thoroughly develops all aspects of the task evenly and in depth • Is both analytical and descriptive (analyzes, evaluates, and/or creates* information) • Incorporates relevant information from at least four documents • Incorporates substantial relevant outside information related to the topic • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 4: • Develops all aspects of the task but may do so somewhat unevenly by discussing all aspects of the task for one example more thoroughly than for the second example of effect for both examples of technology • Is both descriptive and analytical (applies, analyzes, evaluates and/or creates* information) • Incorporates relevant information from at least four documents • Incorporates relevant outside information • Supports the theme with relevant facts, examples, and details • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Note: At score levels 5 and 4, all components of the task should be developed. Score of 3: • Develops all aspects of the task with little depth or develops most aspects of the task in some depth • Is more descriptive than analytical (applies, may analyze, and/or evaluate information) • Incorporates some relevant information from some of the documents • Incorporates limited relevant outside information • Includes some relevant facts, examples, and details; may include some minor inaccuracies • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Score of 2: • Minimally develops all aspects of the task or develops some aspects of the task in some depth • Is primarily descriptive; may include faulty, weak, or isolated application or analysis • Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents • Presents little or no relevant outside information • Includes few relevant facts, examples, and details; may include some inaccuracies • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: • Minimally develops some aspects of the task • Is descriptive; may lack understanding, application, or analysis • Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents • Presents no relevant outside information • Includes few relevant facts, examples, or details; may include inaccuracies • May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper