American Democracy in Word and DeedMDUSD/UCB H-SSP

8th Grade Lesson: “Immigration & Industrialization in the North”

Developed by: Cathleen Foster, Will Gregory, Sarah Nice

Teaching American History Grant Focus Question: How have the words and deeds of people and institutions shaped democracy in the U.S.?

8th Grade Year-long Focus Questions: 2006-2010 Grant Questions: - How did federalism shape the roles of the national and state governments? - How did the rights of citizens expand and contract during the 18th and 19th centuries?

Unit 6, Chapters 17-20 A Growing America

Unit 6 Focus Question:As the nation continued to move westward and embarked on the second Industrial Revolution, how did the United States manage the social, political, and economic changes?orHow did the winning of the Spanish-American War lead to the United States acquiring several new territories and becoming recognized as an influential and leading international nation?

Unit 6 Working Thesis:The continuing westward movement, the rise in urban growth and the new technological advances led the United States to evolve its social, political, and economical structures as they were developing as an internationally recognized leader.

Lesson Focus Question: How did immigration affect society in the North in the 19th century?

Lesson Working Thesis: In times of economic downturn, anti-immigrant sentiments increase.

Reading and Writing Strategy/ies: READING Strategy:

o “Reading” and analyzing a visual source (political cartoon, art, image, map, chart, graph)

WRITING Strategy: Various paragraph outlines, working with writing components (Thesis, Evidence, Analysis), etc

o No writing strategy in this lesson

Lesson Assessment:How will you gauge that students are learning the content or skills? Is there a written assessment you will use? Please write a short description that explains how you will assess student learning.We will assess student learning by the completion of the graphic organizers

Suggested Amount of Time: 1-2 days

Textbook: Deverell, William and White, Deborah Gray. United States History: Independence to 1914. Orlando, Florida:

Holt, Rinehart and Winston., 2006, Chapter 18: “An Industrial Nation,” pp588-

Primary Source Citation: “American Platform of Principles,” The True American’s Almanac and Politician’s Manual for 1857. ed.

Tisdale. New York, 1857. Political Cartoon for the Know Nothing Party, 1854. Source: Private collection, Peter Newark American

Pictures, Bridgeman Art Library Emigration: The Anti-Chinese wall. The American wall goes up as the Chinese original goes down. Cartoon,

1882. Source: Puck Magazine

Context of the lesson in the unit (and its connection to American Democracy in Word and Deed): This lesson is designed to either be incorporated in chapter 13 or 18 or both. OR…this could go with a thematic unit on immigration

Lesson Procedure: 1. Present students with the unit focus question: How did economic downturns affect attitudes towards

immigration in the 19th Century? Pass out the Real GDP Per Capita worksheet. Have students circle GDP in the title and write down that this means “gross domestic product”. If students have not let learned what GDP is, explain to them that GDP helps people understand the health of the economy. It is the total dollar value of all goods and services produced by a country. When it is higher, the economy is doing well; when it is lower, the economy is not doing well.

2. Ask a student to read “What is Real GDP Per Capita?” and the corresponding answer at the top of the worksheet. You may want to further explain this concept depending on your students. For example, you might want to say: “Real GDP Per Capita takes a country’s GDP and divides it equally amongst the number of people in a country.”

3. Tell students that they will be graphing GDP Per Capita to see where the economy started doing poorly. Demonstrate how to graph the data for 1855. Allow students to work on their own and finish graphing the data.

4. Students can then work in groups to answer the questions. Review the answers to the questions. By question #5 students are hypothesizing how a bad economy will afffect attitudes towards immigration. Discuss these answers and tell them that they will be looking at a primary source written by a party that is against immigration.

5. Read primary source expert6. Model with students how they should complete the Analyzing a Primary Source Worksheet. Fill out the who

and when/where as a class. Read the source as a class. For each excerpt, paraphrase what it means (you may have students volunteer to do this) and complete the rest of the chart.

7. Pass out a copy of the political cartoons to each student. You may also want to project a larger copy onto a screen, if possible. Complete the How to Analyze a Political Cartoon worksheet as a class. Fill out the title/author/context information as a class. Have students point out different parts of the cartoon and tell you what they think it represents. Complete the chart together.

8. Repeat the process in step #7 for the second cartoon. Even if your class has not yet reached the Chinese Exclusion Act, this is a great preview of what is to come in the future. You may want to start by asking the class what “exclude” means, or what it means when you are told that you are excluding people. From this, students will be able to hypothesize what happens with the Chinese Exclusion Act. Complete the chart and review what the message/main argument of the cartoon is.

9. At your discretion, discuss real per capita GDP year sets to link/connect to the current economic environment. This information is attached as “Optional Materials”

History-Social Science Content Standards:8.6.3 List the reasons for the wave of immigration from Northern Europe to the United States and describe the

growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

8.12.7 Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

Historical and Social Sciences Analysis Skills:Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.

Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

Common Core StandardsReading standards for Literacy in History/Social Studies Grades 6-8Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources.Craft and Structure6. 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)Integration of Knowledge and Idea7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Name:________________________

Real GDP Per CapitaWhat is Real GDP Per Capita?Real GDP Per Capita is each person’s share of the national income adjusted for inflation.

1. Graph the data from the table below onto the chart.

Year GDP Per Capita

1855 $2,512.80

1856 $2,543.06

1857 $2,486.22

1858 $2,520.57

1859 $2,640.56

1860 $2,605.51

2. In which year(s) did the GDP Per Capita drop?

3. Using the first decline/drop, what was the difference (in dollars) from the previous year?

4. How many years did it take to reach the GDP Per Capita level it was at before the decline?

5. How might the economy affect attitudes towards immigration?

Teacher Key

Real GDP Per CapitaWhat is Real GDP Per Capita?Read GDP Per Capita is each person’s share of the national income adjusted for inflation.

1. Graph the data from the table below onto the chart.

Year GDP Per Capita

1855 $2,512.80

1856 $2,543.06

1857 $2,486.22

1858 $2,520.57

1859 $2,640.56

1860 $2,605.51

Teacher Key

2. In which year(s) did the GDP Per Capita drop?

It dropped in 1857 and 1860

3. Using the first decline/drop, what was the difference (in dollars) from the previous year?

It dropped $56.84

4. How many years did it take to reach the GDP Per Capita level it was at before the decline?

It took two years (until 1859)

5. How might the economy affect attitudes towards immigration?

When the economy is declining there are negative feelings toward immigrants. Ex: The rise of the Know-Nothing Party.

Primary Source Excerpt: The True American’s Almanac: Platform of Principles

American Platform of PrinciplesAdopted at Philadelphia, Thursday, February 21, 1856.

3. Americans must rule America, and to this end native-born citizens should be selected for all State,

Federal, and municipal1 offices of government employment, in preference to all other…

5. No persons should be selected for political station (whether of native or foreign birth), who recognizes

any allegiance or obligation of any description to any foreign prince, potentate2 or power, or who refuses to

recognize the Federal and State Constitution (each within its sphere) as paramount to all other laws, as

rules of political action…

9. A change in the laws of naturalization3, making a continued residence of twenty-one years, of all not

heretofore provided for, an indispensable requisite4 for citizenship hereafter, and excluding all paupers5,

and persons convicted of crime from landing upon our shores; but no interference with the vested rights of

foreigners.

“American Platform of Principles,” The True American’s Almanac and Politician’s Manual for 1857. ed. Tisdale. New York, 1857.

1 city2 Person of great power or authority3 The process for becoming a citizen4 Mandatory requirement5 A very poor person

Name:______________________ANALYZING A PRIMARY SOURCE -- STUDENT VERSION

Focus Question: How did economic downturns affect attitudes towards immigration in the 19th Century?

Title of Source: _____________________________________ Author: ____________________ Genre (letter, cartoon, photo?): _________________

OBSERVATIONSDESCRIPTION OF SOURCEEvidence of..Specific Quotes

MEANINGWhat the objects, words, etc. mean

MESSAGE/ARGUMENTThe author is trying to tell me…

QUESTIONSI wonder…My reaction to the source is…

IDENTIFYING THE MAIN IDEALooking at your observations of the primary source, what is the main idea or message of the source?

WHOAuthor: Background, sex, race, social class, education; What is his/her perspective?

Audience: Who is the intended audience?

Name________________P.________ Date____________

ANALYZING A PRIMARY SOURCE -- TEACHER KEY

Focus Question: How did economic downturns affect attitudes towards immigration in the 19th Century?

Title of Source: American Platform of Principles Author: Members of the nativist American Party Genre (letter, cartoon, photo?): political partyplatform

OBSERVATIONSDESCRIPTION OF SOURCEEvidence of..Specific Quotes

MEANINGWhat the objects, words, etc. mean

MESSAGE/ARGUMENTThe author is trying to tell me…

QUESTIONSI wonder…My reaction to the source is…

“Americans must rule America”“native-born citizens should be selected for all State, Federal, and municipal offices”

“No persons should be selected… who recognizes any allegiance… to any foreign prince, potentate or power…”

“making a continued residence of twenty-one years… an indispensable requisite for citizenship… and excluding all paupers, and persons convicted of crime from landing upon our shores.”

Only people born in America should rule and hold power

You can’t be selected and be loyal to a foreign ruler or power

You have to live in the U.S. for 21 years to become a citizen and you can’t be poor or a convict

Immigrants should not have a say

You must be loyal only to the U.S., not another country or power (e.g. the Pope) – Anti-Catholic

They are not fans of the Irish (paupers), and it will be really tough to become a citizen

Reminds me of Arizona law on illegal immigration

Worries about JFK as president, or even Mitt Romney

21 years is 8 years beyond the average 8th graders life!

IDENTIFYING THE MAIN IDEALooking at your observations of the primary source, what is the main idea or message of the source?

I think that the American Party was trying to show their anti-immigrant stance in their party platform from 1856 by making it more difficult for immigrants to hold political power and become citizens.

WHOAuthor: Members of the nativist political party known as the American Party, Native American Party or the “Know-Nothing” Party

Audience: Members of the American Party, other nativists, prospective voters, the American public, etc.

Political Cartoon Analysis

Political Cartoon for the Know Nothing Party, 1854.Source: Private collection, Peter Newark American Pictures, Bridgeman Art Library

Original caption: Emigration: The Anti-Chinese wall. The American wall goes up as the Chinese original goes down. Cartoon, 1882.

Source: Puck Magazine

NAME: ______________________________ ANALYZING A POLITICAL CARTOONFOCUS QUESTION: How did economic downturns affect attitudes towards immigration in the 19th Century?BACKGROUND INFORMATION

TITLE OF CARTOON: _____________________________________ AUTHOR/PUBLISHER: __________________________PLACE AND TIME: Where and when was it published? Background information of the publication. __________________________________________________________________________________________________________________________________________________________________________________________________________HISTORICAL CONTEXT: What was going on during this event or era/period? ________________________________________________________________________________________________________________________________________________________________________________________________________OBSERVATIONSDESCRIPTION OF THE CARTOONWhat I see… What objects, symbols, captions, people are portrayed in the cartoon? Be specific!

MEANINGWhat do the objects, people, words, etc. symbolize or represent?

QUESTIONS/REACTIONI wonder… My reaction to the cartoon is…

MESSAGE/ARGUMENT: What is the cartoonists’ point of view about this topic or issue?

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

Teacher Key

NAME: ______________________________ ANALYZING A POLITICAL CARTOONFOCUS QUESTION: How did economic downturns affect attitudes towards immigration in the 19th Century?BACKGROUND INFORMATION

TITLE OF CARTOON: Political Cartoon for the Know Nothing Party, 1854. AUTHOR/PUBLISHER: Private collection, Peter Newark American Pictures, Bridgeman Art LibraryPLACE AND TIME: Where and when was it published? Background information of the publication. America, 1854HISTORICAL CONTEXT: What was going on during this event or era/period? Know Nothing Party established 1849. They have growing political power. There is nativist sentiment. Economic decline in 1857.OBSERVATIONSDESCRIPTION OF THE CARTOONWhat I see… What objects, symbols, captions, people are portrayed in the cartoon? Be specific!

MEANINGWhat do the objects, people, words, etc. symbolize or represent?

QUESTIONS/REACTIONI wonder… My reaction to the cartoon is…

Answers will vary. May include: Why are the people rioting in the background? Why would the Irish and German want to steal an election?

MESSAGE/ARGUMENT: What is the cartoonists’

A man wearing a barrel that says “Irish Whiskey”. He is wearing stereotypically Irish clothing – leprechaun hat and shoes.

The Irish are stereotypically presented as alcoholics. As immigrants, they were discriminated against because of their religious differences.X Symbolism

Exaggeration Captions/ Labels Analogy Irony

X Symbolism Exaggeration Captions/ Labels Analogy Irony

point of view about this topic or issue?The cartoonist thinks that the Irish and German are conspiring together to steal elections.

Another man wearing a barrel that says “Lager Bier”. He looks stereotypically German – beard and lederhosen.

The German are stereotypically always drinking beer.

Two men stealing a ballot box. The men have dressed up in costume in order to steal the ballot box (and thus influence the results of the election).

A rioting crowd in the background. The Irish and German either cause or take advantage of chaos to steal the election.

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

NAME: ______________________________ ANALYZING A POLITICAL CARTOONFOCUS QUESTION: How did economic downturns affect attitudes towards immigration in the 19th Century?BACKGROUND INFORMATION

TITLE OF CARTOON:________________________________ AUTHOR/PUBLISHER: _______________________________________PLACE AND TIME: Where and when was it published? Background information of the publication. ________________________HISTORICAL CONTEXT: What was going on during this event or era/period? __________________________________________

OBSERVATIONSDESCRIPTION OF THE CARTOONWhat I see… What objects, symbols, captions, people are portrayed in the cartoon? Be specific!

MEANINGWhat do the objects, people, words, etc. symbolize or represent?

QUESTIONS/REACTIONI wonder… My reaction to the cartoon is…

MESSAGE/ARGUMENT: What is the cartoonists’ point of view about this topic or issue?

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy Irony

Teacher Key

NAME: ______________________________ ANALYZING A POLITICAL CARTOONFOCUS QUESTION: How did economic downturns affect attitudes towards immigration in the 19th Century?BACKGROUND INFORMATION

TITLE OF CARTOON: Emigration: The Anti-Chinese wall. The American wall goes up as the Chinese original goes down. AUTHOR/PUBLISHER: Puck MagazinePLACE AND TIME: Where and when was it published? Background information of the publication. 1882HISTORICAL CONTEXT: What was going on during this event or era/period? The Chinese Exclusion Act was passed in 1882, after an earlier attempt was vetoed by President Hayes in 1879.

OBSERVATIONSDESCRIPTION OF THE CARTOONWhat I see… What objects, symbols, captions, people are portrayed in the cartoon? Be specific!

MEANINGWhat do the objects, people, words, etc. symbolize or represent?

QUESTIONS/REACTIONI wonder… My reaction to the cartoon is…Answers will vary. May include:What was happening in China to make them want to emigrate?Why did people who had been discriminated against work to discriminate against newer immigrants?MESSAGE/ARGUMENT: What is the cartoonists’ point of view about this

A line of men bringing bricks to build a wall. Then men are all caricatures – Irish, African-American, Jewish, and others are represented.

Former groups of immigrants (who have been discriminated against) have become Americanized and are now working together to exclude the Chinese.

Symbolism Exaggeration X Captions/ Labels Analogy X Irony

Symbolism X Exaggeration Captions/ Labels Analogy X Irony

topic or issue?The cartoonist thinks it’s ironic for members of previous waves of immigration to work together to exclude the Chinese.

The bricks have different words on them – Fear, Non-Reciprocity, Un-American, Law Against Race, Jealousy, Competition, etc.

These are the reasons why people discriminated against immigrants. The Chinese are just the latest group.

An older man with a beard putting down the mortar to assemble the wall.

The man represents “Uncle Sam” or the United States.

In the background, men are disassembling the Great Wall of China and boats are coming through.

After years of isolating themselves from the rest of the world, the Chinese now want to emigrate to the U.S.

X Symbolism Exaggeration Captions/ Labels Analogy Irony

Symbolism Exaggeration Captions/ Labels Analogy X Irony

Optional Materials

Real Per Capita GDP (2005 Dollars)

Year Sets:

1835-1840- Panic of 1837

1855-1860- Know Nothing Party (founded 1849, Political success in 1850s)

1870-1877- Panic of 1873

1878-1883- Panic of 1879 and Chinese Exclusion Act (attempted to pass in 1878-vetoed by Hayes, passed in 1882)

2005-2009- Present Day Comparisons

Year Real Per Capita GDP

1835 $1,895.18

1836 $1,897.46

1837 $1,860.29

1838 $1,885.41

1839 $1,883.69

1840 $1,837.66

Year Real Per Capita GDP

1855 $2,512.80

1856 $2,543.06

1857 $2,486.22

1858 $2,520.57

1859 $2,640.56

1860 $2,605.51

Year Real Per Capita GDP1870 $2,813.59

1871 $2,868.02

1872 $3,030.00

1873 $3,200.30

1874 $3,170.20

1875 $3,090.61

1876 $3,151.56

1877 $3,242.69

Year Real Per Capita GDP1878 $3,283.23

1879 $3,595.59

1880 $3,816.27

1881 $4,193.03

1882 $4,296.41

1883 $4,290.16

1884 $4,114.30

1885 $4,034.45

1886 $4,277.96

Year Real Per Capita GDP

2005 $42,697.30

2006 $43,424.80

2007 $43,842.49

2008 $43,440.06

2009 $41,890.45