Name: _____________________________________________ Social Studies Immigration/English Historical Fiction Unit

The Melting Pot The Immigrant Experience

E Pluribus Unum: Out of many, one. This motto of the United States was originally used to describe the colonies coming together into one nation. But, the motto has taken on a new life throughout the course of American history. In recent years its meaning has come to suggest that out of many peoples, races, religions, languages, and ancestries has emerged a single people and nation—illustrating the concept of the melting pot. As the land of the free, home of the brave, and land of opportunity it is important to appreciate the history of the different races and peoples that contribute to the success of our nation.

The New Colossus By Emma Lazarus Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. “Keep, ancient lands, your storied pomp!” cries she With silent lips. “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!”

In order to appreciate the diversity of America, and to further the “salad bowl” and “melting pot” theories of immigration, we will be creating a museum that takes visitors through the immigrant experience. We have appropriately named our pop-up museum, “The Melting Pot.” The museum will display six different exhibits for each group, each depicting a different facet of the immigration experience from 1865-1915 (SS) and demonstrating the skills of analyzing setting and determining theme (English).

The Final Product Create the “Epcot Experience” for visitors to our museum by re-creating the country and experience of your immigrant group. Your exhibit will include your individual contribution (see roles below), as well as your collaborative group requirements: a tri-fold board, decorations, pictures, artifacts, and food samples of dish that is authentic to your immigrant group.

The Immigrant Groups Group A Group B Group C Group D Group E Chinese Irish German Italian Russian

The Individual Roles ARTISTIC

CREATION FILM

FESTIVAL MEMOIR OF

SUCCESS MEMOIR OF

DECEIT MUSIC & DANCE PERFORMANCE

NEIGHBORHOOD CARTOGRAPHER

Create a work of art depicting the immigrant experience.

Create a video documentary visually depicting the immigrant experience.

Create a memoir by writing and performing a diary entry about the immigrant experience in the “land of opportunity.”

Create a memoir by writing and performing a diary entry about the immigrant experience in the “land of disappointments and deceit.”

Create a music and/or dance performance authentic to the immigrant group and experience.

Create a 2D map or 3D depiction of the immigrant group’s neighborhood and experience.

2 | P a g e

USE THIS CHECKLIST TO COMPLETE THE PROJECT: Step 1: Preliminary Research: Answer the five research

questions in Google classroom, using the reliable resources list found at the end of this packet.

Step 2: Make Your Claim: As a group, write a three-paragraph response to the following question: “Did America live up to its founding ideals?” (for your immigrant group).

Step 3: Individual Role Creation: Find the page with your role’s instructions and complete each step.

Step 4: Tri-Fold Assembly: As a group, create your immigrant group exhibit by including the elements listed on the tri-fold instructions page.

Step 5: Decorations & Costume: As a group, find or create decorations, artifacts, and pictures for your exhibit, using the listed suggestions on the decorations page. Each group member is required to dress as a member of your immigrant group.

Step 6: Food Tasting: Research an authentic dish of your immigrant group and bring in small food samples for a tasting.

Step 7: Presentation: Practice your presentation using the “Conversation Starters” located in this packet.

3 | P a g e

Step 1: Preliminary Research

Individually, use the Google Classroom document and list of credible resources at the end of this packet to research the immigrant experience. Answer each of the questions below in the Google Doc.

Credible Sources (copy and paste link or write page numbers from book)

Why did this group leave their home country and come to America?

Credible Sources (copy and paste link or write page numbers from book)

What was their overall experience? Describe their journey.

Credible Sources (copy and paste link or write page numbers from book)

Where did this group settle when they came to America? What types of jobs did these immigrants get? Describe and explain.

Credible Sources (copy and paste link or write page numbers from book)

Were the conditions in America better or worse than what they left in their home country? Describe and explain.

Credible Sources (copy and paste link or write page numbers from book)

Did America live up to its founding ideals for this immigrant group? Why or why not?

(Write ways America did live up AND ways America didn’t live up and then decide overall if America lived up or not.)

*You may add as many columns or sources as you need*

4 | P a g e

Step 2: Make Your Claim

As a group, write a two-paragraph response to the following question: “Did America live up to its founding ideals?” Make your response specific to your immigrant group. Follow the steps below:

1. Paragraph 1: Use your answers from the preliminary research to make your claim about whether or not America lived up to its founding ideals. Sentence 1: Topic Sentence – Make your claim (yes or no) by answering the question above. Sentence 2: Evidence 1 – Include your first piece of supporting evidence to prove your claim. Sentence 3: Expansion of Evidence – Expand upon Evidence 1 with supporting details/specific information. Sentence 4: Evidence 2 – Include your second piece of supporting evidence to prove your claim. Sentence 5: Expansion of Evidence – Expand upon Evidence 2 with supporting details/specific information. Sentence 6: Evidence 3 – Include your second piece of supporting evidence to prove your claim. Sentence 7: Expansion of Evidence – Expand upon Evidence 3 with supporting details/specific information. Sentence 8: Summary/Closing Sentence – Summarize the issue and your final thoughts about it.

Planning: Topic Sentence (Claim):

Evidence 1:

Evidence 2:

Evidence 3:

2. Paragraph 2: Use your answers from the preliminary research to address a counterclaim

(what someone would argue against your claim). Sentence 1: Topic Sentence – State the claim that is the opposite of your claim (ex. “Some feel that...”). Sentence 2: Evidence 1 – Include your first piece of supporting evidence for the counterclaim. Sentence 3: Expansion of Evidence – Expand upon Evidence 1 with supporting details/specific information. Sentence 4: Evidence 2 – Include your second piece of supporting evidence for the counterclaim. Sentence 5: Expansion of Evidence – Expand upon Evidence 2 with supporting details/specific information. Sentence 6: Evidence 3 – Include your strongest piece of evidence to refute (disprove) the counterclaim. Sentence 7: Expansion of Evidence – Expand upon Evidence 3 with supporting details/specific information. Sentence 8: Summary/Closing Sentence – Summarize the issue and your final thoughts about it.

Planning: Topic Sentence (Counterclaim):

Evidence 1:

Evidence 2:

Evidence 3 (Rebuttal):

5 | P a g e

Step 3: Individual Role Creation

ARTISTIC CREATION Create a work of art depicting the immigrant experience.

1. Research a topic related to your group’s immigrant experience that you would like to depict through

art. Suggestions: a scene from the immigrant journey (such as Ellis Island) or your immigrant group’s heritage, background, customs, traditions, clothing, dance, etc.

2. Choose one #big idea that captures the spirit this topic.

3. Create your work of art (e.g., painting, drawing, sculpture, 3D model, or any other creative piece you

can think of – with teacher approval).

4. Tri-Fold Board Visual: Take a picture of your artwork to add to your tri-fold board. Include word art with the #big idea.

5. Tri-Fold Synopsis: Use your research of this aspect of the immigrant to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work and its historical origins, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board.

MUSIC AND DANCE PERFORMANCE Create a music and/or dance performance authentic to the immigrant group and experience.

1. Research your immigrant group's traditional music and dance for a performance of the song and/or

dance. 2. Choose one #big idea that captures the spirit of the song or dance.

3. Practice the song and/or choreograph and practice the dance.

4. Tri-Fold Board Visual: Take a picture of your performance in costume to add to your tri-fold

board. Include word art with the #big idea.

5. Tri-Fold Synopsis: Use your research of the historical origins of the music genre, song, and/or form of dance to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work and its historical origins, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board.

6 | P a g e

FILM FESTIVAL Create a video documentary visually depicting the immigrant experience.

1. Research and recreate your immigrant group's experience journeying to and settling in America by creating a documentary of images and video clips (you may even want to star in in the video and include actual footage).

2. Choose one #big idea that captures the spirit of their experience and aspects of the setting (pressures

and limitations) that you will highlight in the documentary.

3. Use a video program/app you are comfortable using (iMovie or PhotoStory recommended), and be sure to meet the following requirements:

a. Title page with #big idea.

b. Narration on the slides/scenes (all sound must be clear, slow, and loud enough!).

c. Background music that makes sense. (You can create it on Photostory or bring in a song.)

d. Show is a maximum of 2-3 minutes long. (The number of slides should be reasonable.)

e. Credits: images, song artist and title.

f. Use images that are large enough and not “pixelly” – preview documentary to make sure it is clear.

g. Make sure the transitions are not too fast.

h. Narration must include reference to pressures and limitations of the immigrant group’s setting.

i. Narration must be historically accurate and include at least 10 words from the vocabulary list below: Melting Pot Salad Bowl

Naturalization

Ethnic

Lure Steerage

Alien (as in immigrant)

Emigration

Ellis Island Settlement House

Urban

Urbanization

Sweatshop Discrimination

Prejudice

Assimilation

Bilingual Manifest

Ghetto

Tenement

Homeland Custom

Anarchist

Nativism

Reform Immigration

Heritage

4. Tri-Fold Board Visual: Take a screenshot of your documentary to add to your tri-fold board. Include word art with the #big idea.

5. Tri-Fold Synopsis: Use your research of your immigrant group’s experience to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work and its historical origins, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board.

NEIGHBORHOOD CARTOGRAPHER

Create a 2D map or 3D depiction of the immigrant group’s neighborhood and experience.

1. Research and recreate the historical New York neighborhood in which your immigrant group settled.

You may recreate it with a three-dimensional depiction or two-dimensional map.

2. Choose one #big idea that captures the spirit of the neighborhood.

3. Include specific details in the project, recreating the setting - its pressures and limitations, along with any benefits.

4. Tri-Fold Board Visual: Take a picture of your creation to add to your tri-fold board. Include word art with the #big idea.

5. Tri-Fold Synopsis: Use your research of the neighborhood to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work, the pressures and limitations of the setting, and its historical accuracy, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board.

7 | P a g e

MEMOIR OF SUCCESS Create a memoir by writing and performing a diary entry about the immigrant experience in the “land of opportunity.”

1. Using an additional 2 credible sources, research and write notes for the following questions, in order

to develop a fictional first-person perspective (memoir) for a member of your immigrant group: I. What social, political, and economic opportunities were available to this group?

a. Social opportunities: interactions/relationships, leisure activities, sports etc.

b. Political opportunities: government/political positions, leadership/management positions,

union leaders

c. Economic opportunities: jobs, money, trade

II. Did this immigrant group assimilate (blend-in, adapt, adjust) easily to America?

a. Were they willing to adopt American culture and forget their own culture? Was it easy for

them to become “American?” Explain and give specific examples.

OR

b. Were they able to become “American” AND still retain (keep) elements of their old culture?

Explain and give examples.

III. Describe any actions (if applicable) taken by the government that positively helped/affected this

group.

IV. Describe the achievements of immigrants from this group. Be specific.

V. Why was America a “land of opportunity” for this group?

2. Choose one #big idea that captures the spirit of this experience.

3. Write a memoir (a fictional, first-person narrative) of 400-500 words capturing your experience as a

member of this immigrant group. The memoir should be written like a diary entry, with vivid, specific details, and it must include the #big idea, pressures and limitations of the setting, and the information gathered in Step 1.

4. Tri-Fold Board Visual: Take a picture of yourself in costume to add to your tri-fold board. Include word art with the #big idea.

5. Tri-Fold Synopsis: Use your research from Step 1 to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work, the perspective of your memoir, and its historical accuracy, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board.

8 | P a g e

MEMOIR OF DECEIT Create a memoir by writing and performing a diary entry about the immigrant experience in the “land of disappointments and

deceit.”

1. Using an additional 2 credible sources, research and write notes for the following questions, in order

to develop a fictional first-person perspective (memoir) for a member of your immigrant group: I. What social, political, and economic opportunities were available to this group?

a. Social opportunities: interactions/relationships, leisure activities, sports etc.

b. Political opportunities: government/political positions, leadership/management positions, union

leaders

c. Economic opportunities: jobs, money, trade

II. In what ways was it difficult for this immigrant group to assimilate (blend-in, adapt, adjust) in

America?

a. How was it difficult to adopt American culture and forget their own culture? How difficult was it for

them to become “American?” Explain and give specific examples.

OR

b. How come this group could never fully become “American?” AND how difficult was it for them to

retain (keep) elements of their old culture? Explain and give examples.

III. Describe any actions (if applicable) taken by the government that negatively affected this group.

IV. Describe the disadvantages, problems, and hardships this group experienced once in America. Be

specific.

V. Why did America fail to live up to its name as the “land of opportunity” for this group? Why was

America more of a “land of deceit?”

2. Choose one #big idea that captures the spirit of this experience.

3. Write a memoir (a fictional, first-person narrative) of 400-500 words capturing your experience as a

member of this immigrant group. The memoir should be written like a diary entry, with vivid, specific details, and it must include the #big idea, pressures and limitations of the setting, and the information gathered in Step 1.

4. Tri-Fold Board Visual: Take a picture of yourself in costume to add to your tri-fold board. Include word art with the #big idea.

5. Tri-Fold Synopsis: Use your research from Step 1 to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work, the perspective of your memoir, and its historical accuracy, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board.

9 | P a g e

Step 4: Tri-Fold Assembly

10 | P a g e

Step 5: Decorations & Costume and Step 6: Food Tasting As a group, find or create decorations, artifacts, and pictures for your exhibit, using the listed suggestions on the decorations page. Each group member is required to dress as a member of your immigrant group. Research an authentic dish of your immigrant group and bring in small food samples for a tasting.

Decorations: Include as many of the following as possible.

• World map showing a specific group’s path of immigration and settlement • Flags from different groups or the group you are focusing on • Primary sources: immigrant stories and diary entries of their experience • Primary sources of immigrant passports • Copies of photographs of immigrants • Copies of immigration or other interesting documents such as birth or marriage certificates • Samples of traditional arts/crafts/clothing • Common phrases in your country's language with translations

Costume: Dress like a member from your immigrant group during the time period studied. If you need help assembling your costume, see your English or social studies teachers. Food: Find an authentic recipe/dish from your immigrant group. Make or buy food samples for at least twenty people for our multicultural tasting. If bringing in samples is presenting a difficulty, see your English or social studies teachers.

11 | P a g e

Step 7: Presentation

Individually and as a group, practice your presentation, using the “Conversation Starters” below: PROFESSIONAL APPROACH (to entice visitor)

“Welcome to our fair! Let me tell you about my work!”

“Can I tell you a little about <specific immigrant group>?”

“Can I have a few minutes of your time?”

“Did you know that <interesting fact on topic>? KNOWLEDGEABLE DISCUSSION (to inform visitor)

“Our immigrant group is…”

“Our research question was ‘did America live up to its founding ideals?’ We found that for <specific immigrant group> America <did/didn’t> live up to its founding ideals because…”

“In 18____, immigrants from _______came to America because…”

“Did you know that <the “who/what” because the “why”>?”

ARGUMENT OF PERSPECTIVE (to persuade visitor) “What do you think about immigration?”

“Have you ever considered <the perspective of specific immigrant group>?”

“Based on my research, I think that <my perspective>?” ANALYSIS (to prove argument)

“Based on our research <describe your role research>”

“According to <book, website, diary etc.> <explain research>”

“My group chose <describe specific decorations> as representative of the <immigrant group’s> experience because…”

12 | P a g e

Credible Resources

BOOKS 1. Use your textbook! Chapter 18, p. 620-629 2. Use the entire CART of books on immigrants. There’s books on immigration in general as well as

books on specific immigrant groups.

INTERNET RESOURCES- MUST BE CREDIBLE SITES (.org, .com etc.) *links below are also available on Google Classroom*

1. “Immigration in America,” Library of Congress Breaks down immigration by specific ethnic group (on the left side are pictures of different groups, click on each picture to learn more about each ethnic group) http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/german2.html

2. “Destination America,” PBS Breaks down immigration by time period. Includes who came, why they came, and where they came from. http://www.pbs.org/destinationamerica/usim.html 3. “U.S. Immigration Before 1865,” History Channel

Gives a general overview of immigration. Also provides, videos, pictures, and speeches. http://www.history.com/topics/u-s-immigration-before-1965

4. “Ellis Island Immigration,” Ellis Island Foundation Breaks down specific groups and the time period they came.

https://www.libertyellisfoundation.org/ellis-island-history