Immigrants
and
Urbanization
Immigrants and Urbanization
$160 per month
1 session per week
Teacher
Project
Students will write a biography of their town or neighborhood. Using what they have learned in this courses about how cities grow and why people immigrant, they will discuss the following in their papers:
1) the town's or neighborhood's founders
2) major ethnic groups, including when they arrived and what they contributed to the area
3) the problems created by growth and the way that the problems were solved
4) what the future of the town/neighborhood might be.
Students will need to include maps, photos, and newspaper stories about interesting local events. They will present their story in a creative way during the last session.
Subjects
History
Ages
13 - 18 years old
Sessions
Session 1: The New Immigrants
LESSON OBJECTIVES:
Students will identify Ellis Island, Angel Island, culture shock, melting pot, Chinese Exclusion Act, and Gentlemen's Agreement.
Students will examine where immigrants came from and where they tended to settle in the United States in the late 19th and early 20th centuries.
Students will evaluate the most important reasons immigrants came to the United States.
Students will summarize the difficulties immigrants faced in gaining admission to the United States.
Students will describe how immigrants dealt with the challenges they faced.
Students will identify the cause of the explosion of invention in the late 19th century.
Students will answer the following question and justify their answer with facts from the text or other resources.
1) Why do you think Asians received such harsh treatment in California?
Students will analyze the evolution of the American Dream and the factors that contribute to someone achieving it.
HOMEWORK:
1) Complete Section 1 Assessment on page 443.
2) Read pages 446 - 451 in course textbook.
3) Complete the questions in the Interact with History on page 445.
4) Start your course project.
Session 2: The Problems of Urbanization
LESSON OBJECTIVES:
Students will review their homework.
Students will identify urbanization, row house, dumbbell tenement, Social Gospel movement, and Jane Addams.
Students will explain why immigrants tended to group together in the cities.
Students will compare/contrast the experiences of African-American farm workers and other farm workers who moved to cities.
Students will describe the housing problems urban working class families faced.
Students will summarize how streetcar suburbs helped middle and working class families.
Students will compare/contrast the Great Chicago Fire and the San Francisco Earthquake.
Students will describe how conditions in cities affected people's health.
Students will identify problems facing late 19th century city dwellers that remain problems today.
Students will describe how the Social Gospel and settlement house movements helped the urban poor meet the challenges of city life.
Students will analyze the contributions of Jane Addams to the betterment of city dwellers life.
HOMEWORK:
1) Complete Section 2 Assessment on page 451.
2) Read pages 452 - 454 in course textbook.
3) Continue working on your course project.
Session 3: The Emergence of the Political Machine
LESSON OBJECTIVES:
Students will review their homework.
Students will identify graft, political machine, kickback, Tammany Hall, Tweed Ring, and Thomas Nast.
Students will summarize how a political machine was organized.
Students will explain why immigrants supported political machines.
Students will examine political cartoons from the late 19th and early 20th centuries.
Students will contrast/compare politicians like Boss Tweed and industrial moguls like Carnegie and Rockefeller.
HOMEWORK:
1) Complete Section 3 Assessment on page 454.
2) Read pages 455 - 457 in course textbook.
3) Continue working on your course project. You will present your project in the next session.
Session 4: Politics in the Gilded Age
LESSON OBJECTIVES:
Students will review their homework and present their projects.
Students will identify patronage, civil service, Rutherford B. Hayes, Stalwarts, James A Garfield, Chester A. Arthur, Pendleton Act, Grover Cleveland, and Benjamin Harrison.
Students will explain how the spoils system contributed to government incompetence and fraud.
Students will analyze why the Republicans included Chester Arthur as their vice-presidential candidate in the 1880 elections.
Students will summarize the positive and negative effects of the Pendleton Act.
Students will contrast tariffs and NAFTA.
Students will answer the following question and justify their answer with facts from the text or other resources.
1) Why do you think tariff reform failed?
