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800-858-7339 • www.tcmpub.com Exploring Primary Sources Primary Exploring Immigration Teacher’s Guide

Immigration Teacher's Guide Table Contents of

Introduction Why Are Primary Sources Important? 4 Research on Using Primary Sources 6 Analyzing Primary Sources with Students 11 Components of This Resource 15 How to Use This Resource 18 Standards Correlation 23 Creating Strong Questions 28 Primary Source Card Activities Statue of Liberty 31 Mulberry Street in New York City 35 Immigrants on the SS Amerika 39 Registry Hall in Ellis Island 43 Angel Island 47 Eastern European Immigrant Family 51 Mediterranean Immigrants 55 Mexican Immigration 59 Primary Source Reproduction Activities Emigrants of the Globe 63 Looking Backward 69 Inspection Card 75 Ship’s Manifest 81 Naturalization Paper 87 Chinese Labor Application for Return Certificate 93 Mexican Border Immigration Manifest 99 This Is America 105 Culminating Activities Project-Based Learning Activity 111 Document-Based Questions 114 Making Connections Technology Connections 119 Young-Adult Literature Connections 122 Appendix References Cited 123 Answer Key 124 Digital Resources 128

“My Darling Sheik …”

So opens a letter dated August 31, 1927, from Catherine Borup to her paramour, Anthony DiLieto. A native of the Bronx, 24-year-old Borup was the daughter of Irish and Danish immigrants, while trolley-car driver DiLieto, aged 27 and also from New York, was a first‑generation American of Italian stock. Borup was away from her “Darling Sheik” and used pen and paper to express her feelings of loneliness at their separation.

The sentiment of the letter from Borup to DiLieto evokes a kind of vintage language from the time period. The reference to the “Sheik” refers to silent-screen star Rudolph Valentino, a popular young star of his day. There is a discussion about train schedules and a potential rendezvous. But so what? What’s the big deal about a letter between two anonymous lovers of the Roaring 20s? Well, they were my maternal grandparents, and upon the 1986 death of my grandfather, Anthony DiLieto, their letters were turned over to me for my care. Since then, I have occasionally shared these letters with my students when we are studying the 1920s. When I read the aforementioned letters to my students, I gently slip each one out of its original Rudolph Valentino envelope, complete with its two-cent stamp, and the 1920s speak to us across a chasm of almost 100 years.

Primary sources are powerful learning and teaching devices that provide students, teachers, and scholars with a window into the past unlike any other kind of resource. In some ways, just about everything around us can be deemed a primary source. A primary source is any documentation of an event from a person who actually participated in the event. Such sources give us firsthand views of the past.

With an array of primary sources at your disposal, you can help connect students to the past in ways that are unimaginable. William Faulkner once wrote, “The past is never dead. It’s not even past.” Teaching through the use of primary source materials will not only enrich your students’ understandings and give the past meaning; it will also enrich your repertoire of teaching tools by providing relevance. With primary sources at your side, you can easily answer the oft-heard query “So what?” that comes from those students chasing away the “I hate history” blues.

No matter how you use primary sources, you will find that they will invigorate your classroom, engage your students, and promote inquiry into the past. Effective use of primary sources can help you challenge your students to question their assumptions about the past. Primary sources breathe life into one of the most exciting disciplines of all—history—because they reflect individual human spirit through the ages.

4 111318—Exploring Primary Sources: Immigration © | Teacher Created Materials Introduction

Primary Source Introduction Activity

To get your students warmed up to the idea of using primary source materials, consider doing the following exercise with your class shortly after the school year begins.

1. As a homework assignment, have students, with the help of a family member or adult, look through souvenirs of their lives (e.g., photographs, letters, certificates, diaries, newspaper clippings, birth certificates, library cards, report cards). Have each student select a primary source to share with the class.

2. Before they bring their selected primary sources to class, have students think about the following questions: ■■ What does the primary source have to do with them? ■■ What does the item say about their life? ■■ Where did the primary source come from?

3. During the follow-up class meeting, ask students to share their selected primary sources. As they present, have them share answers to the following questions: ■■ What type of primary source is this? ■■ How was the primary source saved, and who saved it? ■■ Who created the primary source? ■■ How does the primary source relate to the rest of the students in class?

4. As each student presents their primary source, have the rest of the class record responses to the following questions: ■■ What does the primary source say about whoever created it? ■■ What does the primary source say about whoever saved it? ■■ What does the primary source say about life in this era?

Once you have prepared your students with this analysis strategy, you will be well on your way to introducing them to the work of historians as they make valid inquiries into the past.

With its authentically re-created primary source documents, captivating images, and easy‑to‑follow lessons, the Exploring Primary Sources series allows teachers and students to expand their study of history beyond the textbook and classroom. The components included in this series assist busy teachers in presenting innovative primary source lessons that meet social studies standards and the NCSS C3 Framework.

The robust lessons of this series provide teachers with all they need to teach with primary sources without additional research or planning. Teachers have print and digital primary sources at their fingertips and do not need to rush to find such resources. Activities are varied, flexible, challenging, and engaging. Teacher’s Guide

This Teacher’s Guide is divided into three sections: Primary Source Cards, Primary Source Reproductions, and Culminating Activities. The first two sections are arranged chronologically. The lessons may be taught in whichever order meets classroom needs. The culminating activities provide opportunities for students to share their learning in multiple ways.

By participating in the lessons provided in this kit, students will do the following:

■■ articulate their observations ■■ compare their assumptions against those of others ■■ analyze what they see ■■ expand their appreciation for other time ■■ improve their content vocabularies periods ■■ build literacy skills ■■ collaborate creatively with classmates ■■ strengthen critical-thinking skills ■■ develop strong questions and research ■■ study visual clues skills

By presenting the lessons in this book, teachers will do the following:

■■ meet social studies curriculum standards Exploring Primary Sources Primary Exploring ■■ integrate literacy into social studies Immigration Teacher’s Guide ■■ develop critical-thinking skills in students

■■ prepare students for document-based assessments Immigration Teacher's Guide

■■ grow students’ twenty-first century skills

■■ challenge students to question their assumptions

■■ provide inquiry-based activities

■■ encourage all students to succeed

Introduction Primary Source Cards and Reproductions

Students will study immigration in the United States of America. From the mid-nineteenth through early-twentieth century, immigration to the United States shaped the human geography of the nation. Through primary source images, maps, and documents, students will be able to better understand the history and trends of the immigrant experience.

Primary Source Cards Primary Source Description Pages Statue of Liberty photograph of the Statue of Liberty 31–34 colorized photograph of Mulberry Street in New York City Mulberry Street in New York City 35–38 in 1900 Immigrants on the SS Amerika image of passengers aboard the SS Amerika 39–42 Registry Hall in Ellis Island photograph of the registry hall at Ellis Island 43–46 Angel Island picture of a re‑created dormitory at Angel Island 47–50 Eastern European Immigrant photographic portrait of a family of eastern European 51–54 Family immigrants photographic portrait of a Mediterranean immigrant Mediterranean Immigrants 55–58 couple image of Mexican immigrants at the El Paso immigration Mexican Immigration 59–62 station

Primary Source Reproductions Primary Source Description Pages Emigrants of the Globe 1858 map of emigrants from around the world 63–68 Looking Backward political cartoon 69 –74 Inspection Card immigrant inspection card from Ellis Island 75–80 Ship’s Manifest manifest for the SS Finland 81–86 Naturalization Paper naturalization certificate 87–92 Chinese Labor Application for application for a Chinese laborer to return to the United 93–98 Return Certificate States Mexican Border Immigration Mexican border district manifest document 99–104 Manifest This Is America World War II era immigration poster 105–110

16 111318—Exploring Primary Sources: Immigration © | Teacher Created Materials PRIMARY SOURCE CARD ACTIVITIES 35 .

? pdf) . . 111318—Exploring Primary Sources: Immigration Sources: Primary 111318—Exploring Have students study, describe, describe, study, students . Have . . Encourage students to ask their own questions to to questions own their ask to students . Encourage .

What evidence in the picture helps you understand how they are feeling? are they how understand you helps picture the in evidence What United the into entry allowed were they once settle people different did Where States? the in arrived they once changes the with coped immigrants ways some are What United States? What motivates people to move to new places? new to move to people motivates What doing? they are what and photograph, this in people the are Who ■ ■ ■ ■ ■

■ ■ ■ ■ ■ Tell students that people immigrating to the United States often settled in New York City York New in settled often States United the to immigrating people that students Tell card source primary the from photograph the Share photograph the upon reflect and analyze, discuss to questions two guiding first the use and question, essential the Introduce Street Mulberry of photograph the facilitate further inquiry Explain that this made for a bustling community and a mixture of cultures of a mixture and community a bustling for made this that Explain So Much to See (page See 37) to Much So of copies assessment document-based (page 38) Street Mott the of copies primary source card (mulberrystreet City York New in Street Mulberry of copies Students will be able to describe how people create places places create people how describe to able be will Students ideals and values cultural reflect that and basic apply and understand to able be will Students analysis, and collection data statistics, of concepts advanced and. graphing ■ ■ ■ ■ ■ Essential Question Guiding Questions ■ ■ ■ ■ ■ 1. 2. 3. Materials Created Teacher Introducing the Primary the Source Introducing Materials

Learning Outcomes And to Think That I Saw It I Saw Think to That And Mulberry Street in New York City York in New Mulberry Street

© PRIMARY SOURCE CARD ACTIVITIES 36 111318—Exploring Primary Sources: Immigration Document-Based Assessment Analyzing Source the Primary And That to Think ISaw It StreetMulberry New in York City 1. 4. 3. 2.

These key content words are included in both levels of the background information of this text at alower reading level is provided in the Digital Resources Have small groups of students read the background information, So Much to See Little Manila, Little Pakistan, Little Sri Lanka, and Little Tibet consider include Little Columbia, Little Dominican Republic, Little Greece, Little Ireland, present-day Little Italy on Mulberry Street Have students create large Venn diagrams comparing their assigned neighborhoods to Beach; Little Poland, Brooklyn; Little Puerto Rico, The Bronx; Little Senegal, Harlem Little Guyana, Richmond Hill; Little India, Jackson Heights; Little Brighton Odessa, Manhattan; Australia, Little Manhattan; Koreatown, Chinatown, Manhattan; research: Place students into small groups and assign them one of these micro-neighborhoods to card source primary Provide time for students to complete at least of two the activities from the back of the thediscuss remaining guiding questions After students have read the background information, review the essential question and their surroundings new by underlining the different ethnic neighborhoods and circling the ways people dealt with words with students as necessary ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ race, religion, or political beliefs persecution immigrants famine assimilated analyze the primary source, and respond thoughtfully to the questions Have students think about what they’ve learned throughout this lesson, carefully (mottstreet Digitalthe Resources Distribute Street copies of Mott —a large—a shortage of food Key Words Key —people who move to another country —to have adopted the ways of another culture, society, or country —the act of people being treated unfairly, especially because of their . . As students. As read, encourage them to annotate the text . Adigital copy of the primary source is provided in . jpg) . . . (Other neighborhoods in New York City to (cont.) . ) . ) Review the key © .

Teacher Created Materials . (A copy . . Name______Date______

So Much to See Mulberry Street New in York City

Immigration is the act of coming to ago, in that first wave of immigration, a foreign country to live. Immigrants the Italian people generally kept to are people in search of a new country. themselves. They would have spoken People came to the United States from their native tongue and provided services Germany, Russia, Italy, China, Scotland, for one another. Ireland, and others. These immigrants Today, this street is referred to as may have left their countries seeking “Little Italy.” In 1900, Italians were freedom from political or religious gathering here to work together. This persecution. They may have left because neighborhood reflected the Italian of famine, disease, or just to seek a heritage, food, and customs. better life. The United States seemed like a logical choice. They were pulled It would have been more comfortable here in search of good farmland. They having people nearby who spoke your came for jobs and to enjoy a new life. language and who shared your beliefs. People had to adjust to life in a Today a person visiting this area will new and strange country. Many be met with Italian food, shops, heritage, spoke a different language. They and people. The descendants from practiced different customs. The those first immigrants are much more immigrants sought out people with assimilated than were their ancestors. similar backgrounds. So, many ethnic These people now communicate well in communities began to appear. New English. They welcome visitors to their neighborhoods sprang up that were restaurants and shops. established by people who shared Leaving one’s home was difficult similarities. New York City has many for most people. They had to leave examples of these types of ethnic behind many personal belongings. neighborhoods. The Italians established They might have had to leave behind a neighborhood that became known as family members. “Little Italy.” Jewish people from eastern Then, they would Europe settled in an area called the have to overcome Lower East Side. An area in Manhattan language and culture became home to Chinese people. obstacles. In spite of Imagine standing on Mulberry Street all the barriers, most in New York in 1900. As an Italian, you people managed to would stand on the narrow cobblestone build a great life for street. You would take in the smells of themselves and their the Italian cuisine. The markets that families. They helped line the street would remind you of your make the United States homeland. You would know that life in the powerful nation it the United States offered more promise is today. than the one you left behind. Years

Mott Street

Directions: Use the image to answer the questions. Mulberry Street in New York City York in New Street Mulberry

view of Mott Street in Chinatown, New York, 1908

1. What do you notice about the architecture?

2. What cultures and ideas did Asian immigrants bring to the United States?

3. How did immigration from so many different cultures affect the United States?

38 111318—Exploring Primary Sources: Immigration © | Teacher Created Materials PRIMARY SOURCE REPRODUCTION ACTIVITIES 69

? . . You can can . You List the issues issues the . List i35194 111318—Exploring Primary Sources: Immigration Sources: Primary 111318—Exploring Distribute copies of of copies . Distribute pdf) . . reproduction, and ask students to study it carefully it study to students ask and reproduction, . (page 71) reproduction (backward reproduction Encourage students to ask their own questions to facilitate further inquiry further facilitate to questions own their ask to students . Encourage

What are the men doing on the dock? Why are they doing this? doing they are Why dock? the on doing men the are What represent? shadows the do What meaning? emphasize to caricature use cartoonist does the How time? the at immigration toward attitudes about opinion cartoonist’s the is What How can political cartoons reflect the attitudes of the time? the of attitudes the reflect cartoons political can How ■ ■ ■ ■ ■

■ ■ ■ ■ ■ Introduce the essential question, and use the provided guiding questions to discuss the the discuss to questions guiding provided the use and question, essential the Introduce image Looking Backward Looking the Share Ask students about any issues at school they would like to see resolved see to like would they school at issues any about Ask students on the board, and have students copy the issues most important to them on paper on them to important most issues the copy students have and board, the on reproduction printed the show or image digital the project either questions any write and image the at closely look can Commentary so students Keppler’s have they observations or (page Words a Thousand 73) Worth Is A Picture of copies assessment document-based (page 74) Fault! Your It’s the of copies Looking Backward Looking Cartoon of copies Frenzy Commentary (page Keppler’s of copies 72) Students will be able to recognize how messages are conveyed conveyed messages are how recognize to able be will Students through art. and theme cartoon’s the on based editorials write will Students cartoon political original an create ■ ■ ■ ■ ■ ■ ■ Essential Question Guiding Questions ■ ■ ■ ■ ■ ■ ■ 3. 2. 1. Materials Created Teacher Introducing the Primary the Source Introducing Materials

Learning Outcomes Laugh It Off! It Laugh Looking Backward Looking

Laugh It Off! (cont.)

Analyzing the Primary Source

1. Have pairs of students read the background information, Cartoon Frenzy. (A copy of this text at a lower reading level is provided in the Digital Resources.) Review the key words with students as necessary. As students read, encourage them to annotate the text by highlighting the ways political cartoonists express their opinions.

2. Once students have read the background information, guide them in a discussion of the political cartoon’s symbolism, caricatures, setting, and underlying theme. Then, encourage students to compare this political cartoon with popular comic strip cartoons found in Sunday newspapers. What characteristics are common between the two types of humor? What aspects are seen in one type of cartoon but not the other?

3. Distribute copies of A Picture Is Worth a Thousand Words. Have students refer to their lists of issues at school. Have students create their own political cartoons based on one of the issues on their lists.

4. Display student cartoons, and/or submit them to the school newspaper.

5. To learn more about political cartoons, see page 120 for a technology-based extension activity.

Document-Based Assessment

■■ Distribute copies of It’s Your Fault! A digital copy of the primary source is provided in the Digital Resources (fault.jpg).

■■ Have students think about what they’ve learned throughout this lesson, carefully analyze the primary source, and respond thoughtfully to the questions. PRIMARY SOURCE REPRODUCTION ACTIVITIES

Key Words

These key content words are included in both levels of the background information.

■■ dictators—people who rule with absolute power and usually in a cruel way

■■ hypocrisy—behavior that does not agree with what someone believes

■■ satire—humor used to show weaknesses of or make fun of someone or something

■■ symbolism—use of symbols as a way to represent ideas

Cartoon Frenzy Looking Backward Looking

Immigration has always stirred up 1893. It is set in the United States. debate in the United States. Some The world was on the verge of a new people view it as a way to add to century. Technology, communication, American culture. They see the customs, and transportation were improving. ideas, innovations, and goals brought More people from different countries by immigrants as ways to build a were coming to the United States. They stronger nation. Other people focus were trying to get away from hardships on the challenges immigration might or dictators. They were dreaming of bring. They look to the government to better lives for their families. Different put rules and laws into place that will political ideas were being developed in restrict activities of people who want to the United States and around the globe. emigrate. There were debates about laws and regulations on how to handle the masses Political cartoons have been a way for of “new Americans.” people to express their views on political issues for many years. One of those Once the meaning of the cartoon is issues is immigration. The cartoons clear, the reader can usually easily tell the appear in local and national press. opinion of the artist. For instance, this Trends in opinions about immigration particular artist believes that there are tend to change as times change. people who are opposed to immigration. Political cartoons are visual records of Yet these men seem to have forgotten those trends. that they came to the United States as well. The artist uses shadows to point These types of cartoons have a long out the hypocrisy of their actions. history in American politics. They can be effective ways to express certain Political cartoons such as this one opinions. Although they may bring a would have and still appear in opinion smile or laugh to some, their subject and editorial pages of newspapers and matter is usually very serious. Political magazines. Articles, stories, satire, and cartoonists express their opinions on letters are written to persuade people subjects by using the tools of their trade. to think a certain way about political They use symbolism, caricatures, labels, topics. These kinds of cartoons captions, slogans, and wit. The cartoonist are excellent ways to promote will use their talents to make the reader discussion of issues from aware of their stance on issues. For many various points of view. years, immigration and its challenges has been a popular topic for political cartoonists in the United States. To find the meaning of a cartoon, the reader must first think of the setting in which the cartoon was drawn. The “Looking Backward” cartoon is dated

Keppler’s Commentary

Looking Backward to the newcomer the bridge that carried them and their fathers over.” the bridge carried that the fathers newcomer to them their and over.” The original caption for this cartoon is, “Looking Backward. They would close cartoon would Backward. this They for caption “Looking The original is,

A Picture Is Worth a Thousand Words Looking Backward Looking

About the Cartoon

This cartoon originally appeared in Puck magazine on January 11, 1893. The magazine’s founder, Joseph Keppler, drew it. It shows five wealthy Americans trying to keep an immigrant from coming into the country. The five men seem to be ignoring the fact that they came from immigrant backgrounds. This is revealed by their shadows. Political cartoons have dealt with views on immigration for years in the country’s local and national press. Trends of opinion about immigration sway with the changing times. Political cartoons are visual records of those trends.

Directions: Locate a website featuring an archive of political cartoons, or look in local newspapers and news magazines for examples of political cartoons dealing with contemporary issues. Then, create a political cartoon based on a current issue at school.

Challenge Define the term political satire. After defining the term and including examples of the writing genre, use either the internet or printed media to find a current issue. Then, try your hand at writing a satirical article about the issue.

It’s Your Fault!

Directions: Examine the drawing closely, and answer the questions. Looking Backward

“Where the Blame Lies” April 4, 1891

1. Why do the men looking down at the immigrants seem angry?

2. What is the message the cartoonist is trying to convey?

3. How is the cartoon using stereotypes to deliver its message?