1. European Immigration Objective: To understand the rise of immigration between 1880 and 1920 and it divided the cities according to race, ethnicity, and class. EQ: How has immigration shaped America? Standards: 11.2. 2. Students analyze the relationship among the rise of industrialization, larges cale rural- to-urban migration, and massive immigration from Southern and Eastern Europe.

2. Teacher directions 1. The teacher assigns a topic or question and provides think time. (Advantages/disadvantages of moving out of your parents home? ) 2. All four students respond, simultaneously writing on their answer boards 3. Students turn their answer boards facing up (green side) 4. Students pass their answer board one person clockwise. 5. Students continue, adding to what was already completed. Continue, starting at Step 3.

3. Simultaneous Round Table In teams, write response on answer board. Then pass your papers clockwise so each teammate can add to the prior responses. Setup: Each team of four needs four answer boards and four different colored markers

4. “Immigration Pros/Cons” We will be completing the T-chart using Simultaneous Roundtable in your ISN Title page _______ “Advantages/Disadvantages of Immigration Create a T-chart. On one side list the advantages for the United States of immigration. On the other side list the disadvantages for the United States of immigration.

5. Immigrant-Albert Einstein http://youtu.be/Xc6f_qF81BU Where was Albert Einstein born? What were the push factors in his immigration to America? What were the pull factors in his immigration to America? http://youtu.be/ZMVKvO-gTs8

6. Immigrant-Statue of Liberty http://youtu.be/OCV-mbeI2Tw Who gave us the statue of liberty and Why? Describe 3 symbols on the statue of liberty

7. We are immigrating from Southern and Eastern Europe to the Golden Shores of America. Pick your port of Departure the Date and Port Give yourself an Immigrant name base on your Port of Departure Coming to America

8. CountriesPort RussiaSt. Petersburg ItalyNaples PolandGnask SlovakiaOdessa BulgariaConstantinople HungaryTrieste GreeceAthens PortugalLisbon NorwayOslo Inspection Card

9. Graph, slide A “The Great Migration” 23 million immigrants Southern and Eastern Europe Between 1880 and 1923 Young, male Catholic or Jewish Unskilled workers, agriculture All brought hopes, their hard work, and unique contributions to America

10. At the Port, slide B Push Factors: Economic decline in Europe Natural disasters, earthquakes, volcanoes, crop diseases Rising populations Political and religious persecution Pull Factors Economic opportunity Religious, and political freedom Land of opportunity Prosperity and security

11. Film Clip: Titanic While watching the clip notice the differences in conditions between those who travel in steerage class and those in first class Third Class First Class

12. Atlantic Crossing, slide C 1200-2000 passengers 8 – 14 days 1 toilet for every 100 people in steerage Very uncomfortable conditions Straw stuffed mattresses Crammed, diseases

13. Ellis Island, slide D Lady Liberty “Isle of tears” New York harbor “Give me your tired, your poor, your huddled masses yearning to be free, the wretched refuse of your teeming shore. Send these, the homeless tempest-tossed to me, I lift my lamp beside the golden door.”

14. Medical Inspections at Ellis Island Slide E First and second class could leave Steerage would undergo inspections Number on their backs “open door policy” except those sick or who would require public assistance Medical exam took an hour Examine the entire body Letters in chalk on back: “H” (heart). “X” (mental) etc

15. Ellis Island Medical Inspections

17. Legal Inspections, slide F Final inspection 32 questions asked: Name? Married or single? Money? How much? Relative? Family? Prison? Poor house? Names were often changed For example: Kapelovich = Kapel Few were denied entrance but 2% were sent back Some were quarantined

18. Film Clip: Godfather While watching this clip indentify features of Ellis Island that we have already talked about. Godfather, Ellis Island

19. What were the push factors of the immigrants?

20. Why did Immigrants leave their homeland?

21. What is this place called? What is it’s purpose?

22. Where are these people?

23. What is going on here?

24. Ethnic Enclaves Slide G 2/3 of the immigrants settled in cities Most lived in ethnic enclaves Provided a sense of community: customs, food, languages of their homelands Catholic churches and Jewish synagogues

27. Living Conditions, slide H (5 cents a spot lodging) Cities were not equipped to handle so many Streets flooded with waste, inadequate sewers Tenements: run-down, low-rent apartment buildings Typical tenement: (you do not need to write this down) 6 floors 4 apartments per floor Each apartment had 4 rooms Each room had 10 people (x2)= 20 20(4 rooms) = 80, 80(4 apartments per floor)= 320 320 (6 floors)= 1920 (960 day, 960 night)

29. Slide H continued Crowded conditions produced illness and fire danger No windows or ventilation Some immigrants did move to rural areas Some Italians went to California’s wine regions Some Greeks went to Florida’s fishing areas

30. Working Conditions, slide I Most went for industrial jobs 1.They had no desire to return to agricultural work 2.There were many industrial jobs and they required no skills 3.Industrial jobs were plentiful Immigrants were exploited Made from $1.25 to $4.00 week

31. Slide I continued Despite all of this immigrants were better off economically than they had been in Europe

32. What is the message?

33. Americans’ Treatment of Immigrants, slide J Nativism Americans saw immigrants with fear, hostility and suspicion. Worked to restrict the number of immigrants entering Laws were enacted: Dillingham Bill passed in 1921 established quotas End of America’s “open door” policy End of the greatest wave of immigrants in America’s history

34. Nativism

35. Based on the immigrant you portrayed in this activity, Do you believe it was the right decision to leave your homeland? Why or Why not? Discussion Questions