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TurnoftheCenturyImmigrationOverviewInthislesson,studentswillsimulatetheexperiencesofanimmigrant’spassagetoandarrivalinAmericaduringtheturnofthecentury,relatingtheseexperiencestoEmmaLazarus’spoemTheNewColossus.StudentswillalsoexploretheprocesstobecomeanaturalizedcitizenandlearnaboutthedifferentethnicgroupsimmigratingtoAmerica.Grade8NorthCarolinaEssentialStandardsfor8thGradeSocialStudies• 8.H.1.3-Useprimaryandsecondarysourcestointerpretvarioushistoricalperspectives.• 8.H.1.4-Usehistoricalinquirytoevaluatethevalidityofsourcesusedtoconstructhistoricalnarratives

(e.g.formulatehistoricalquestions,gatherdatafromavarietyofsources,evaluateandinterpretdataandsupportinterpretationswithhistoricalevidence).

• 8.H.1.5-Analyzetherelationshipbetweenhistoricalcontextanddecision-making.• 8.H.3.1-ExplainhowmigrationandimmigrationcontributedtothedevelopmentofNorthCarolinaand

theUnitedStatesfromcolonizationtocontemporarytimes(e.g.westwardmovement,Africanslavery,TrailofTears,theGreatMigrationandEllisandAngelIsland).

• 8.H.3.2-ExplainhowchangesbroughtaboutbytechnologyandotherinnovationsaffectedindividualsandgroupsinNorthCarolinaandtheUnitedStates(e.g.advancementsintransportation,communicationnetworksandbusinesspractices).

• 8.H.3.3-Explainhowindividualsandgroupshaveinfluencedeconomic,politicalandsocialchangeinNorthCarolinaandtheUnitedStates.

• 8.H.3.4-ComparehistoricalandcontemporaryissuestounderstandcontinuityandchangeinthedevelopmentofNorthCarolinaandtheUnitedStates.

• 8.G.1.1-Explainhowlocationandplacehavepresentedopportunitiesandchallengesforthemovementofpeople,goods,andideasinNorthCarolinaandtheUnitedStates.

• 8.G.1.3-ExplainhowhumanandenvironmentalinteractionaffectedqualityoflifeandsettlementpatternsinNorthCarolinaandtheUnitedStates(e.g.environmentaldisasters,infrastructuredevelopment,coastalrestorationandalternativesourcesofenergy).

EssentialQuestions• WhatwasitlikeforimmigrantstotravelfromtheirhomelandtoAmericaandbeprocessedthroughEllisor

AngelIsland?• Whatistheprocessforbecominganaturalizedcitizen?• WhatcontributionshaveimmigrantsmadetoAmericansociety?Materials• TurnoftheCenturyImmigration,readingandquestionsattached• Suppliestosimulatetheexperienceonanimmigrantship(optional;see“TeacherPreparation”)• ImmigrantShipImages,examplesattached• EllisIsland:TheImmigrants’Experience,attached;Immigrantstoriesandexperiences,suchas“TheColors

ofFreedom”byJanetBode(optional)• StatueofLibertyimage,attached• TheNewColossusbyEmmaLazarus,poemattached

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• Immigrantethnicities(beforeclass,writeontostickersorPost-itsfordistributiontostudents):English,German,Italian,Irish,African,Japanese,Chinese,Jewish

• Citizenshipquizandkey,attached• InternetaccesstoThinkquest’sImmigration:TheLivingMosaicofPeople,Culture,andHope

o http://wayback.archive-it.org/3635/20130913061921/http://library.thinkquest.org/20619/o Pleasenote:Asof2014,OracleisnolongermaintainingtheirThinkquestsites.Thislinkiscorrect

asofApril2017,butteachersshoulddoublecheckthatthislinkisstillactivebeforestartingthelesson.Ifthelinkisnolongeractive,Googlethetitleofthewebsiteabovetofindanothersite.

• ImmigrantExperiencesWorksheet,attached• Worldmap(availableonlineat:http://www.eduplace.com/ss/maps/pdf/world_country.pdf)• AtlasesDuration60minutesTeacherPreparation(optional)Beforeclass,setupyourclassroominawaythathelpsstudentsimaginetheyareonaboat.Thiscanbedoneassimplyasarrangingdeskscloselytogetherintheshapeofaship,orascomplexasusinglargecardboardapplianceboxesandothermaterialstosimulateaship.Forthemostcreativeideas,enlistafewstudentstohelppriortothislesson,oriftimepermits,havepartofthelessonbestudentscreatingtheshipandaccessories(collaboratewiththeschool’sartteacherforagreatcrosscurricularproject).Ifpossible,placeanoscillatingfaninthebackgroundtosimulateoceanbreeze.Playoceanand/orboatsoundsinthebackgroundaswell(useasoundeffectCD,soundclipsfromamovie,downloadsoundsfromtheInternet,etc.)Projectapictureofanimmigrantship,suchasoneofthoseattached.StudentPreparationAssignanintroductoryreadingonturnofthecenturyimmigrationforhomeworkpriortothislesson.Areadingwithcorrespondingquestionsisattached,orteachermaychoosetoassignatextbookreading.Procedure

SimulatingtheImmigrantsJourney1. Asstudentsenterclass,instructthemtocrowdontowhateverboatyouhavecreated.Setthesceneby

havingstudentsclosetheireyesandimaginebeingonashipheadedfromaforeigncountrytoAmericainthelate1800s.Teachersshouldofferpromptstoassiststudentsinvisualizingthejourneyofanimmigrant,eitherbytellingthemwhattheywouldbeexperiencing(seetheattachedEllisIsland:TheImmigrantsExperience)orbyreadingfromimmigrantwritings/journals.(CheckoutTheColorsofFreedom,ImmigrantStoriesbyJanetBode,atthelibrary.)Whileonthe“boat”alsoassessstudents’priorknowledgebyaskingthemwhattheyalreadyknowaboutimmigrationinthelate1800s-early1900s.

StatueofLiberty2. Finally,tellstudentsthattheyarealmosttotheshoreofalandcalledNewYork!Askthemwhattheysee

andhowtheyarefeeling(asimmigrants).Asstudentsrespond,projectanimage(suchastheoneattached)oftheStatueofLiberty.HandoutorprojecttheattachedpoembyTheNewColossusbyEmmaLazarusandhaveastudentvolunteerreaditoutloud.Discuss:• Howdoesthispoemmakeyoufeel?Whatisitsmoodandtone?• Whatimagesdoyouvisualizewhenreadingthispoem?Whatsoundsdoyouimaginehearing?What

smellsdoyouimagine?• Whoisthe“she”ofthepoem?Howwouldyoucharacterize“her”?• WhatcomparisondoesLazarusmakebetweentheStatueofLibertyandtheColossusoftheancient

world?Howisthisstatuedifferent?• WhatdidtheStatueofLibertysymbolizeinthelate1800s-early1900s?Hasthatsymbolismchanged

today?Explain.

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3. Explaintostudentsthat“between1820and1920,approximately34millionpersonsimmigratedtothe

UnitedStates,three-fourthsofthemstayingpermanently.Formanyofthesenewcomers,theirfirstglimpseofAmericawastheStatueofLibertyinNewYorkharbor.TheJewishAmericanpoetEmmaLazarussawthestatueasabeacontotheworld.Shewrotethispoemtohelpraisemoneyforthepedestalanditwascarvedonthepedestal.ThepoemcaptureswhatthestatuecametomeantothemillionswhomigratedtotheUnitedStatesseekingfreedom,andwhohavecontinuedtocomethroughouthistory.(Source:http://www.factmonster.com/ipka/A0874962.html)

EllisIsland4. Whenthe“boatdocks”,theteachershouldsortthestudentsmuchthesamewaytheimmigrantswere

sortedatEllisIslandasthey“de-board.”GiveeachstudentastickerorPost-Itthatdesignatestheirethnicity(ethnicitiesshouldincludeEnglish,German,Italian,Irish,African,Japanese,Chinese,Jewish).Atthispoint,teachersmaywishtosimulatetheEllisIslandexperience(refertotheattachedEllisIsland:TheImmigrants’Experience).Forexample,teacherscanhavestudentsformlinesbyethnicity,andquickly“assesshealth”,randomlymarkingstudentswithchalk-marked“E”foreyes,“L”forlameness,or“X”fordisability.Somestudentscouldbeinformedtheyaretooillandwillbesentback,otherscouldbeinformedtheyarebeingdetainedorquarantinedbeforemovingontotheirAmericandestinations.

5. Instructthestudentstowriteacreativejournalentryabouttheirexperiencesofar.(Promptthemwith

questionssuchas:Whathavetheyseen?Howdotheyfeel(physicallyandemotionally)?Howhasitdifferedthantheirlifebackhome?Dotheyknowwhatisgoingon?Aretheylookingforwardtoanything?Aretheynervousaboutordreadinganything?)

6. Next,giveeachstudenttheattachedcitizenshipquiz.Explaintostudentsthattheymustgetatleast18of

thequestionscorrect.Oncestudentshavefinished,goovertheanswerstodeterminewhopassed.Allowstudentstorespondtothetestandtheiropinionofit.Often,studentswillrealizeaftertakingthisquizthatbecominganaturalizedcitizentodayisalonganddifficultprocess.Teachersmaychoosetohavestudentsreflectontheiremotionsandtheresultsoftheirquizinanotherimmigrantresponsejournal.

7. Providestudentswithaworldmapandhavethemcharttheirjourneyfromtheirhomecountry(students

willchoosethisbasedontheethnicityassigned)toAmericausingtheatlases.Studentscancompletethisindividually,orpartnerupwithastudentofthesameassignedethnicitytocompletetheactivity.TellthemaboutbothAngelandEllisIslandandallowthemtoreasonoutwhichporttheylikelylandedat(basedontheirethnicity).

8. Havestudentsaccesshttp://wayback.archive-it.org/3635/20130913061921/http://library.thinkquest.org/20619/toresearchtheirassignedethnicity,aswellasAngelorEllisIsland.Afterreading,studentsshouldsummarizewhathappenedtothemwhiletheywerethere.Alsoencouragestudentstoanalyzethepicturesavailableonthesite,whichcangivethemadditionalinsightastowhattheirexperienceswouldhavebeen.Asstudentsviewthesite,theyshouldcompletetheImmigrantExperiencesWorksheetfortheirethnicity.Oncestudentsarefinished,theywillreportbacktotheclassregardingtheirethnicity.Studentswillthencompletetheentirechartbasedonwhattheirclassmatesteachthem.

AdditionalActivities• Compareimmigrationtodaytoimmigrationattheturnofthecentury.SeeCarolinaK-12’sLearningAbout

ImmigrationinNorthCarolinawith“AHomeontheField”o http://civics.sites.unc.edu/files/2012/05/AHomeontheField1.pdfo AccompanyingPPT:http://civics.sites.unc.edu/files/2012/05/HomeontheFieldPPT1.pdf

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Name:_______________________________

TurnoftheCenturyImmigration

Between1880and1920theU.S.actedasahugemagnetforimmigrationsfromalldirections.MostsettledinlargecitieslikeSanFrancisco,NewYork,Chicago,andBoston.PreviousimmigrantshadcometoAmericafromwesternandnorthernEuropeandwereoftenwelleducated,spokeEnglishandhadusefulskills.ExceptfortheIrish,mostwerealsoprotestant.By1880,thetrendofimmigrationchanged.MostcomingtoAmericawerefromsouthernandeasternEuropeandtendedtobeCatholicorJewish,poor,unskilledandknowingnoEnglish.Theirhabitsandculturewereverydifferentfromnative-bornAmericans.Americawasviewedasthe“goldendoor”toopportunity–hopeofabetterlife.Forthisnewwaveofimmigrants,lifeinEuropeandAsiawasdifficultatbest.Theycameseekingtoescapefamine,landshortageandreligiousorpoliticalpersecution.Others,knownas“birdsofpassage”,wantedtocometoAmericatemporarilyformoneywiththeintentionofreturningtotheirhomeland.ThereweresomepoliticaleffortsinthesouthernstateslikeS.C.torecruitimmigrantsformoredesirablelocationssuchasGermanyandBelgiuminanattempttoincreasethewhitelaborforceforthemillsandtosellfarmland.Mostimmigrantsarrivedbysteamship.TravelacrosstheAtlanticfromEuropetookapproximatelyoneweek,whilePacificcrossingfromAsiatooknearlythreeweeks.Thecheapestaccommodationswereinsteerage,thecargoareawhereconditionswerecrowdedandunsanitary.Uponarrivalatthedesignatedportofentry,immigrantsfacedthequestionofwhethertheywouldbeadmittedtotheU.S.TheprocessatEllisIslandinNYCrequiredaphysicalexamandgovernmentinspectionofdocuments.AsthemajorimmigrationstationintheUSattheturnofthecentury,nearly20millionimmigrantspassedthroughEllisIsland.ImmigrantsarrivingfromAsiagainedadmissionatAngelIslandinSanFranciscoBay.ProcessingatAngelIslandwasacontrasttoEllisIsland.Immigrantsfacedharshquestioningandlengthydetentionsinarundown,dirtyfacility.WritingsknowasTibishipoemshavebeenfoundonthedetentionandbarrackwallsexpressingtheimmigrant’sangeranddisappointmentinAmerica.ImmigrantscomingtothePortofCharleston,S.C.,ontheotherhand,weresponsoredwithfreepassage,guaranteedjobs,andaplacetostaywithlocalfamilieswhileinCharleston.Awelcomingcommitteetriedveryhardtomeetalltheirneeds.AlthoughlifeinAmericawasagreatimprovementinmostcases,ithadahardtimelivinguptothedreamsandexpectationsofmostimmigrants.Theywereimmediatelyfacedwithfindingaplacetolive,gettingajobinadditiontounderstandinganunfamiliarlanguageandculture.Itwasdifficulttoadjusttolifeinalargeindustrialcity.Theirurbanlivingconditionscouldbeclassifiedasslumswithallthetypicalissuesandproblemsassociatedwiththatenvironment.Mosttookthelowestpaidjobsandoftenwholefamiliesincludingyoungchildrenworkedtoearnenoughtosurvive.Workingconditionswereunsafewithlonghoursatlittlepay.Immigrantsfromeachcountrytendedtoliveinthesameneighborhoods.Theseethnicneighborhoodswerelikecitieswithincitiesofferingnewimmigrantsachancetoholdontosomeaspectsoftheiroldworld.Thesedefactoneighborhoodsprovidedfamiliarfoods,otherswhospoketheirlanguage,andworshipservices.Oftenapoliticalbosswouldofferservicesandaidinexchangeforpoliticalsupport.After1886,theimmigrants’firstsightofAmericawasoftentheStatueofLiberty.AtthebaseofthestatuewerethewordswrittenbyEmmaLazarus: “Givemeyourtired,yourpoor Yourhuddledmasses,yearningtobreathefree.”NotallAmericansagreedwiththissentiment.Manynative-bornAmericansresentedthenewimmigrants.Industrialistsweredelightedwiththeplentifulcheaplabor,butAmericanworkerswereworriedbythesenewarrivals'willingnesstoworklonghoursforlowwages.American“nativists”believedthenewimmigrantswere

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aphysicallyandmentallyinferiorgroup.SomefearedtheywereradicalswhowantedtodestroyAmericandemocracy.Thereweresomeeffortstorestricttheinfluxofimmigrants.CongresstriedtopassaLiteracybillin1897torestrictthoseimmigrantswhocouldnotread,butPresidentClevelandvetoedthebill.Congressdidexcludeaparticulargroupofpeopleduringthisperiod–theChinese.Becauseoflanguageandculturaldifferences,theChineseappearedtobeunwillingto“Americanize”.Asianimmigrants,whowerevictimsofsevereinterrogationanddetentiononAngelIsland,wereoftenleftwithfeelingsofangeranddisappointment.Tibishipoemsonthebarracksanddetentionroomwallsserveasproof.In1882,CongressrespondedtoCalifornia’sdemandsbypassingtheChineseExclusionActprohibitingChineseworkersfromenteringtheU.Sfor10years.Also,theGentleman’sAgreementwithJapansupportedbothcountries'desiretolimittheJapanesefromleavingtheirnativecountryandcomingtoAmerica.

Source:http://www.teachingushistory.org/lessons/TurnoftheCenturyImmigration.htmlAnswer:

1. Whydidimmigrantsleavetheirhomeland?

2. WhatattractedthemtoAmerica?

3. Howweretheportsofentrysimilarand/ordifferent?

4. Howdidimmigrantsadjusttotheirnewhome?

5. HowdidAmericansrespondtothenewimmigrants?

6. Whatdoyouthinkwouldbemostdifficultabouttheimmigrantexperience?

7. Howdoesimmigrationattheturnofthecenturycomparetoimmigrationtoday?

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ImmigrantShipImages

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EllisIsland:TheImmigrants’ExperienceByRitaG.Koman

Immigrantsenduredanoceanvoyagefromeighttomorethantwentydays—generallyincramped,unhealthfulsteerage—makingtheirarrivalatEllisIslandavictoryofsortsovertheconditionsofpassage.SomeworetagsofidentificationstatingtheirultimatepointofU.S.destination.Allhadpassportsandotherpapersdetailinginformationaboutthemselves.Second-andthird-classpassengerswereusuallyprocessedandontheirwaybeforethoseinsteerage.Manyofthenewarrivalswereyoungadultsclutchingthehandsofchildrenandcarryingbabies.Mosthadalltheirearthlypossessionsina“bundle”(amakeshiftsackorblanket)orasuitcase.Fewexpectedevertoreturntotheirhomelands.TheirreasonsforcomingtotheUnitedStateswereasvariedasthepeoplethemselves.HavingsecuredpassagefromplacessuchasHamburgorLiverpool,immigrantsusuallybookedone-waypassagewiththeexpectationofstaying.IftheyweredetainedorforcedtoreturnbyauthoritiesatEllisIsland,steamboatcompaniesboretheexpense.Thepercentageofreturneeswasabout2percent,orsometimesuptoonethousandamonth.Detaineeswithmedicalproblemswerechalk-marked“E”foreyes,“L”forlameness,or“X”formentaldisability.Ifnotsentback,detaineessometimesremainedquarantinedfordaysorweeksatEllisbeforemovingontotheirAmericandestinations.Upondisembarking,immigrantsweredirectedtowardalargebuildingwheretheyimmediatelyenteredthegigantic,sixty-foothighRegistryRoom.Heretheyunderwentaquickmedicalexamfollowedbyareviewoftheirtravelingpapersandsomelegalquestions,suchasage?destination?employment?Mostclearedthisprocessinfivehoursandleftfortheirultimatedestinationthesameday.Thosewhoweredetainedweresuspectedoftrachoma,ahighlycontagiouseyediseasecausingblindness,or“loathsomeandcontagious”diseasessuchastuberculosis,measles,orfavus,ascalpandnailfungus.ThesepeoplewentupstairstothesecondfloorforcloserexaminationbytrainedmedicalpersonnelfromtheU.S.PublicHealthService(10).Breathingdifficulties,lameness,orabnormalposturecouldbeobservedonstairwaysbyobservanthealthcareworkers.Themedicalfacilitiesincludeda275-bedhospital,contagiousdiseasewardsfor450,X-rayfacilities,laboratories,andamorgue.Between1900and1954,355birthsand3,500deaths(1,400ofthemofchildren)wererecorded.In1924alonetherecordshowednearlyfiftysurgicalproceduresperformedmonthly.Oncepastmedicalinspection,immigrantsjoinedoneofmanylinestoanswerremainingquestions.HereinthespanofabouttwominutesinspectorsdecidedwhethertoadmittheimmigrantsintotheUnitedStates.Itwasnotunusualforinspectorstoworktwelve-hourshiftsduringthepeakimmigrationperiodfromearlyspringtolatefall.Sometimesimmigrantswithoutsufficientmoneywouldhavetowaitforthearrivalofarelativeorfundsbeforeleaving,butgenerallyfivedayswasthemaximumstayatEllisIsland.Additionally,circumstancespromptedboardsofinquirytoascertainwhysomeimmigrantsweremigratingandtodeterminewhethertheyshouldbedetainedordeported.Alertsaboutcriminalswantedinothercountries,suspicionofcontractlaborers,orsimplythefearthatextremelypoorpeoplewouldbecomepublicchargeswerecommon.Theprocessingexperienceseemedinhumaneattimesbecauseofthesheernumbers,butmostofthecommissionersinchargetriedtomovethepeoplethroughasquicklyastheever-tightening

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immigrationlawsallowed.Beginningwithlegislationin1924,moreprocessingtookplaceatthepointofdeparture,makingthejoblesstediousforAmericaninspectors.Fortheapproximate20percentwhofailedimmediateclearanceandrequireddetention,fourteendormitoriesorganizedbygenderwereequippedwithcanvasorwiremeshmattressesforsleeping.Thedormitoriesaccommodateduptofiftypeopleandlinedthebalconyoverlookingtheregistryroom.Alargediningroomservedmealsonacontinualbasistoboththosepassingthroughandthosedetained.Overtwentyyearstheislandgrewtobecomeaminiaturecitywhereastaffofsevenhundreddoctors,nurses,interpreters,matrons,clerks,maintenanceworkers,andnightguardsworkeduptotwelve-hourdays,sevendaysaweek.GroupssuchastheYMCA,RedCross,andSalvationArmyassistedbyservingcoffeeanddonuts,providingusedclothing,andhelpingfindlostluggage,wanderingchildren,andmainlandrelatives.Holidayswereobservedwithspecialeventssuchaspartiesproducedbythewelfaregroups.EllisIslandservedasatransitionplaceforthousandsofimmigrants.Markingthedivisionbetweentheirpastandtheirunknownfuture,processingatEllisIslandwasanexperiencefeweverforgot.Oncetheexperiencewascomplete,abargetooknewarrivalstoBatteryParkatthetipofManhattanwheretheyweremetbyrelatives,directedtositeswithinthecity,orsenttotrainstationstoconnectwithpointsthroughouttheUnitedStates.WhilemanylivedouttheremainderoftheirdaysinNewYork,manyotherswenttoPhiladelphia,Boston,Chicago,andothercities.ThousandsmoreheadedforthefarmlandsofIowa,Nebraska,andKansas.Source:http://aubreyseiler.pbworks.com/w/file/fetch/105059487/Ellis%20Island%20Immigrants.pdf

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Image:TheStatueofLiberty

Source:http://www.wirednewyork.com/landmarks/liberty/images/liberty.jpg

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“TheNewColossus”byEmmaLazarus

NotlikethebrazengiantofGreekfame,

Withconqueringlimbsastridefromlandtoland;

Hereatoursea-washed,sunsetgatesshallstand

Amightywomanwithatorch,whoseflame

Istheimprisonedlightning,andhernameMotherofExiles.

Fromherbeacon-hand

Glowsworld-widewelcome;hermildeyescommand

Theair-bridgedharborthattwincitiesframe.

“"Keep,ancientlands,yourstoriedpomp!"”criesshe

Withsilentlips.“Givemeyourtired,yourpoor,

Yourhuddledmassesyearningtobreathefree,

Thewretchedrefuseofyourteemingshore.

Sendthese,thehomeless,tempest-tosttome,

Iliftmylampbesidethegoldendoor!”

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CitizenshipQuiz

Tobecomeanaturalizedcitizenyoumust: • Be18yearsofageorolder• BealawfulpermanentresidentoftheUnitedStates(haveagreencard)• BeapermanentresidentoftheU.S.forfiveyears.• Beapersonofgoodmoralcharacter• Havetheabilitytospeak,readandwriteEnglish(withexceptions)HaveabasicknowledgeofthehistoryandgovernmentoftheUnitedStates.• BewillingtotakeanoathofAllegiancetotheUnitedStates.• FileaN-400ApplicationforNaturalization• Paya$25.00fingerprintfee• Bephotographed• Payafilingfeeof$225.00Answerthefollowing:1. Whatarethecolorsofourflag?__________________________________________________________

2. Howmanystripesareontheflag?________________________________________________________3. Howmanystarsareontheflag?_________________________________________________________4. Whatisourdateofindependence?_______________________________________________________5. Whoisourcurrentpresident?___________________________________________________________6. Howdoweelectthepresident?(Explainhowtheelectoralcollegeworks):__________________________

______________________________________________________________________________________________________________________________________________________________________________

7. WhatcountrydidwefightduringtheRevolutionaryWar?_____________________________________

8. HowmanyamendmentstotheU.S.Constitutionarethere?____________________________________9. WhatisthecapitalofNorthCarolina?_____________________________________________________10. WhoisthegovernorofNorthCarolina?____________________________________________________11. WhobecomesPresidentifthePresidentandVicePresidentshoulddie?__________________________

___________________________________________________________________________________

12. InwhatmonthdowevoteforPresidentoftheUnitedStates?__________________________________13. Whohasthepowertodeclarewar?______________________________________________________14. WhatisthemainpurposeoftheUnitedNations?____________________________________________

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15. WhatistheintroductiontotheConstitutioncalled?__________________________________________16. ForhowlongdoweelectthePresident?___________________________________________________17. Whosaid“givemelibertyorgivemedeath”?_______________________________________________18. WhichmajorcountrieswereourenemiesduringWorldWarII?

___________________________________________________________________________________19. HowmanySupremeCourtjusticesarethere?______________________________________________20. Whatisthe“SupremeLawoftheUnitedStates”?___________________________________________21. WhowasthemainwriteroftheDeclarationofIndependence?_________________________________22. WhatisthenationalanthemoftheUnitedStates?___________________________________________23. HowmanytimesmayaSenatorbere-elected?_____________________________________________24. InwhatyearwastheConstitutionwritten?________________________________________________25. Whataretheheadstothe15ExecutiveDepartmentscalled?__________________________________

Toreceiveapassingscoreyoumustget18ormorequestionscorrect.

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AnswerKeytoCitizenshipQuiz

1. Red,white,blue2. 133. 504. 7-4-17765. DonaldJ.Trump(answerwillchange)6. EachstatehasanumberofelectoralvotesequaltothenumberofSenatorsandU.S.

Representatives.Thetotalnumberofelectoralvotesforeachstateisgiventothecandidatewinningthepopularvoteforthestate.Thecandidatewiththemajorityofelectoralvotes(270)winsthepresidency.

7. England8. 279. Raleigh10. RoyCooper(answerwillchange)11. SpeakeroftheHouse12. November13. Congress14. Peacekeeping15. Preamble16. 4years(8totaliftheyserve2terms)17. PatrickHenry18. Italy,Germany,Japan19. 920. Constitution21. ThomasJefferson22. StarSpangledBanner23. Anunlimitedamount24. 178725. TheU.S.Cabinet

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ImmigrantExperiencesWorksheet

Immigrants Whydidtheycome? Whatdidtheybringwiththem?

Howwastheirexperiencedifferentfromother

immigrants?

Howwastheirexperiencesimilartootherimmigrants?

English

Germans

Italians

Irish

Africans

Japanese

Chinese

Jewish