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Polish American Perspectives; (3) Reconstruction and Immigration; (4) Immigration And' Industrialization; (5) Contemporary Issues, Concerns, and Perspectives

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Polish American Perspectives; (3) Reconstruction and Immigration; (4) Immigration And' Industrialization; (5) Contemporary Issues, Concerns, and Perspectives DOCUMENT RESUME ED 230 451 SO 014 618 TITLE The Immigrant Experience: A Polish-American Model. Teacher's Guide. INSTITUTION Indiana Univ., Bloomington. Social Studies Development Center. SPONS AGENCY Office of Elementary and Secondary Education (ED), Washington, DC. Ethnic ,Heritage Studies Program. Pei DAtE Jan 83 GRANT G008100438 NOTE 78p. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC0.4 Plus Postage. DESCRIPTORS Civil War (United States); Colonial History (United Stites); Cultural Pluralism; *Ethnic Studies; Grade 11; High Schools; *Immigrants; Industrialization; Integrated Activities; *Interdisciplinary Approach; Learning Activities; Models; Modern History; *Polish Americans; Reconstruction Era; Revolutionary War (United States); *United States History ABSTRACT Designed to supplement lith.grade U.S. history textbooks, these self-contained activities will help students learn about the Polish American experience. To facilitate usage, the teachek's guide captains a series of charts keying the activities tcc 10 widely used textboOks. The activities are organized around 5 themes: (1) The Colonial Period: Early Polish-American Influence; (2) The ATerican Revolution throughAthe Civil War: Polish American Perspectives; (3) Reconstruction and immigration; (4) Immigration and' Industrialization; (5) Contemporary Issues, Concerns, and Perspectives. The following information is provided for each. activity: rationale, key concepts and objectives, description of t he activity, and a list of resources used in developiinq the activity. Students read, discuss, and answer questions about short reading selections providedlin the student booklet. Other activities involve students in role playing, analyzing case studies, reading primary source materials, and analyzing census data. An annotated bibliography lists background readinglnaterials; student curriculum materials; films, filmstrips, and music; organizations and centers; and literary works. (RM) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * * , from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION A EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ?<Thisdocument has been reproduced\ as received from the person or. organization originating it. Li Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily represent official NIE position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY tic712.421-C1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." THE IMMIGRANT' EXPERIENCE: APOLISH-AMERICANulillODEL r _ 07-if Teacher's Guide ft THE IMMIGRANT EXPERIENCE: A POLISH AMERICAN-MOD4 TEACHER'S GUIDE designed to be used with student materials INDIANA UNIVERSITY SOCIAL STUDIES DEVELOPMENT CENTER . 513 North Park Avenue Bloomington, Indiana 47405 (812) 335-3838 INTRODUCTION This project was made possible through federal funding of the Ethnic Heritage Studies Program Title IX, E.S.E.A., G008100438. The project, based in Bloomington and South Bend, Indiana,'began in October 1981 and culminated December 1982. The two major activities of the grant were teacher triining and curriculum development. After extensive field testing utilizing both formative and suMmative evalua- (,1 tion, the project developed a two-part curricular material set con- sisting of student activities and teacher's guide. The curriculum materials developed for the project are designed f' to be used in tandem with standard U.S. History textbooks in courses typically taught atthe eleventh grade level. To facilitate usage the teacher's guide contains a 'Series of charts keying the student materials to the ten most widely used textbooks including those on the Indiana State Textbook Adoption List. The project realizes that whether or not textbooks reflect the multicultural richness of the United States, pro- mote intergroup relations or in any way Value diversity, they, neverthq-_ less, are ih,widespread use. These materials, then, are designed to enhance classroom instruction, which often relies upon usage of a text&' book employing a traditional Anglo-American perspective. As mentioned above, these curriculum materials are designed to supplement traditional U.S. History textbooks. An informal survey of,T.; such textbooks reveals that the coverage accorded Polish Americans problematic in both a quantitative and qualitative sense. Minimal , coverage is not given in even the most obvious areas. When coverage:is given it usually focuses on squalor and poverty. Little or no mentibn is made of the ethnic heritage of the Poles. The positive value of family) friends and traditions pales beside a'rather truncated economic view of the world. In attempting to overcome the shortcomings listed above, we Oave adopted what is best described as an ethnic additive model.We haye, however, attempted to side step the obvious drawbacks of this apprbach. For example, the famous people, food, facts and costumes syndrome;has, to . a large extent, been avoided. Pople and places are mentioned asIrcomponents of larger concepts such as loyalty or phenomena such as migration,. Further, ethnicity itself is treated as a perspective rather than as the physical manifestation of food and costumes. Ethnicity, therefore, become's a concept which is explored within the large context of a multicultural U.'S. society. The spirit of this is perhaps best expressed in the following quote from Reverend Leonard Chrobot,'St. Mary's College: "We believe that People who are secure in their past and joyful in their present cannot butibe hopeful in their future. We call this the 'new ethnicity'." ACKNOWLEDGEMENTS The culmination of the formalphase of this project is in a sense a celebration of the talents andcontributions of many people. It is only approOriate that at least a numberof those people should be acknowledged. The valuable guidance renderedby the advisory-coUncil can perchaps advisory council members: never be measured. A sincere note of thanks to Chrobot, Chester Bentkowski, Professor ThomasF. Broden, Jr., Reverend Leonard Mrs. Mary Sue Zatarga-Freitag, Mrs.Jean Landy, Joseph Lawecki, Dr. Paul P. 'Purta, Dr. Mary Ellen Solt, and DonaldTrue)c.' In a similar fashion, the, valuablecontri6utions of the project teachers cannot be estimated. Their participation in both the teachertraining aspect of of the project and curriculummaterials evaluation helped ensure the success Sister Mary Ann the project. Again, special thanks to: ,Barbara Detweiler, Pajakowski, C.S.C., Gail Miller, Mary SueFreitag, Lynn Pumphries, W. Marquis Anderson, Alvin Smith, Carol Wengerd andPaul Blum. Evaluation of both the curriculum materials and teacherthining.was an especially important part of the overall project design.A note of thanks to Victor Smith for overall management,of evaluation aspects,to Mary Soley for 'assistance in formative evaluation, and the pilot testteachers Alvin Smith, Bill Kramer, James,Kritler and Robert Clements. The teacher training aspects of the projectdrew upon the talents of many indiViduals includingMarsha Mullin of the South Bend Transportation and Industry Museum, Mike Hawfield of the NorthernIndiana-Historical Society, Kathy Hanby-Sikora, Donnd De Blasio and Jens Lundof the Indiana University Oral History Project and Jane Schultz McGeehanof'Indiana University's multicultural education program. Graphic representation of key concepts end maps areused to enhance the Project materials. The project is grateful to the NationalGeographic.'Society and T. Lindsey Baker for permission toreproduce .the maps used and to Joel Pett for his provocative illustrations. The project was based at the Social StudiesDevelopment Center, Indiana University - Bloomington. Many colleagues contributed to the project in numer- ous ways. Special thanks to associate director Alicia S. Nakamoto forher diligence, Alan Backler and John Patrick for theirassistance in curriculum development, Bernadine Schmidt for her dedication, Anna Ochoafor first con- ceptualiziog the project and Howard Mehlinger for helping meclarify.my thinking about both immigration and ethnicity. Finally, a personal note of thanks to Busia Zofia and my mother,Victoria, for allowing me to draw upon their strength. Linda,S. Wojtan Project Director Bloomington, IN -January, 1983 0 a 7 TEACHER'S GUIDE Using the Curriculum Materials The purpose of this section is to provide guidelines for using the curriculum materials.. This section contains two parts. Part A presentd an overview of the materials and the format used for all chapters and lesson*.Part B presents specific chapter'end lesson gui es. While the teacher is best able to decide' how the m rials can be used most effectively, this section is designed to pivide explanations and suggestions you may wish to consider. m- PART A The overall objective of the curriculum materials is to foster inter- group cohesion through mutual respect. Specific objectives are to help Students: 1. learn about the experiences of Polish Americans, the .conditions they faced, and the contributions they have made to American history and culture; 2. develop skills in historiography,,comprehension, analysis, and critical thinking; 3. recognize and become sensitive to the forms of discrimination experienced by Polish Americans both in the past and present; 4. appreciate cultural
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