US Studies II

Document Based QuestionThe New Immigrants

Objectives: 5.1.3.b and 5.1.3.c

Directions: This question is based on the accompanying documents (1-6).The question is designed to test your ability to work with historical documents.Some of the documents have been edited for the purposes of the question.As you analyze the documents, take into account the source of each document and any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.

Your Task:

· Carefully analyze the following documents (1-6) and complete the graphic organizer.

· Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.

· Use evidence from at least five documents in the body of the essay.

· Support your response with relevant facts, examples and details.

· Include additional outside information to thoroughly answer the following:

Prompt:

Discuss the challenges immigrants faced in America after 1880 and examine how they adapted to life in America.

Document 1:

Retrieved from www.societypages.org, source unknown, 1921.

Document 2:

“There are now forty-seven evening classes meeting at the House weekly, twenty-five evening clubs for adults, seventeen afternoon clubs for children, the Hull-House Music School, a choral society for adults, a children's chorus, a children's sewing school, a training school for kindergartners, a trades union for young women. In daily use are the nursery, the kindergarten, the playground, the penny provident bank, an employment bureau, a sub-station of the Chicago post office. A trained nurse reports to the house every morning and noon, to take charge of the sick-calls for the neighborhood; a kindergartner visits daily sick and crippled children. The coffeehouse serves an average of 250 meals daily, and furnishes noonday lunches to a number of women's clubs; soups and broths and wholesome food are bought by neighbors from its kitchen, and bread from its bakery, adorned with the label of the bakers' unions, goes out to the Lewis Institute, to grocery stores, to neighbors' tables.”

The Education of the Immigrant article by Grace Abbott, 1917 http://tigger.uic.edu/htbin/cgiwrap/bin/urbanexp/main.cgi?file=new/show_doc.ptt&doc=388&chap=81 Urban Experience in Chicago: Hull House and its Neighbors 1889-1963

Document3:

Photograph of tenement housinghttp://lcweb2.loc.gov/ammem/browse/ Library of Congress American Memory

Document 4:

Nativist reaction to New Immigrants

Cartoon from Puck Magazine, January 11, 1893

Document 5:

“We have been called the melting pot of the world. We had an experience just a few years ago, during the great World War, when it looked as though we had allowed influences to enter our borders that were about to melt the pot in place of us being the melting pot. I think that we have sufficient stock in America now for us to shut the door, Americanize what we have, and save the resources of America for the natural increase of our population. We all know that one of the most prolific causes of war is the desire for increased land ownership for the overflow of a congested population. We are increasing at such a rate that in the natural course of things in a comparatively few years the landed resources, the natural resources of the country, shall be taken up by the natural increase of our population . . .. Without offense, but with regard to the salvation of our own, let us shut the door and assimilate what we have, and let us breed pure American citizens and develop our own American resources.”

Shut the Door Speech by Senator Ellison DuRant Smith in support of the Johnson-Reed Act, April 9 1924 http://historymatters.gmu.edu/d/5080/ History Matters

Document 6:

University of California at Berkley, 2010

WCPS High School Social Studies Rubric - DBQ

Thesis

(Historical Argument)

Focus & Understanding of the Question

Historical Evidence: Accuracy, Detail & Context

Sourcing

Corroboration

Structure: Organization & Clarity

0

No Thesis

No focus or understanding of the question

Answer contains no accurate/relevant historical knowledge

Required sources are not used

Sources are not corroborated

No evidence of structure in the essay

1

Thesis is confused or lacks relevance to question

May simply paraphrase or restate the question; Answers lack understanding of the question

Historical details are present but are of marginal relevance to the task or are largely inaccurate; there is little or no understanding of historical context.

Identification: Attempts to

understand the meaning and content of sources with the appropriate scaffolding and support.

Attribution: Cites few authors and few original dates of primary and

secondary sources.

Perspective: Does not adequately examine reliability.

Demonstrates little to no attempt to examine documents for corroborating or conflicting evidence.

Little or no evidence of appropriate structure and consist of vague, unsupported assumptions

2

Thesis is underdeveloped or fragmented

Ignores complexity; deals with question in a generalized way

There is some relevant historical knowledge, but it is limited in quantity and quality; Misconception in understanding of context

Identification: Understands the meaning and content of sources with appropriate scaffolding and support.

Attribution: Cites some authors and some original dates of primary and

secondary sources.

Perspective: Attempts to evaluate the reliability of sources.

Identifies similarities and differences in information in multiple documents.

While there may be a recognizable essay structure, there is minimal focus on the task.

3

Contains a clear thesis with limited development

Limited or lack of understanding of complexity; may deal with one aspect of thesis in some depth, or in a more general way

Relevant documents are presented as evidence and applied but are not fully detailed or historically accurate. Attempts to interpret the source in the historical context.

Identification: Mostly understands the meaning and content of sources.

Attribution: Cites most authors and most original dates of primary and

secondary sources.

Perspective: Examines the reliability of sources based on the author’s perspective and when and why they were produced.

Explains similarities and differences by comparing information and perspectives in multiple documents.

While there may be a recognizable essay structure the question is only partially addressed

4

Clear, well developed thesis

Clearly focused; shows a high degree of understanding of the question; addresses all parts of the question in depth

Thorough,

detailed and accurate use of sources to demonstrate historical knowledge, placed in correct historical context & used consistently, and effectively as evidence

Identification: Fully understands the meaning and content of sources.

Attribution: Cites all authors and all original dates of primary and

secondary sources.

Perspective: Evaluates the reliability sources based on the author’s perspective and when and why they

were produced.

Constructs interpretation of events using conflicting information given about the same topic in multiple texts.

There is evidence of an attempt to follow a structured approach, either chronological or thematic