1
10
17
-
https://shec.ashp.cuny.edu/files/original/22c75a44c59baba5af437651fadc65f4.pdf
d8543caa5ca84f20534a5e3177032566
Worksheet
Dublin Core
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Title
A name given to the resource
Active Viewing Worksheet: <em>Dr. Toer's Amazing Magic Lantern Show</em>
Description
An account of the resource
This worksheet helps students take notes as they watch the <em>Dr. Toer's</em> documentary on the progress and problems experienced by freed slaves during Reconstruction.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Active Viewing
Reading Supports
Reconstruction
-
Teaching Activity
Objectives
<ul><li>
<p>Students will identify ways that women participated in movements for social change before they earned the right to vote</p>
</li>
<li>
<p>Students will explain the ways workers challenged the effects of industrial capitalism</p>
</li>
<li>
<p>Students will analyze differing conceptions of womanhood in the early twentieth century</p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.</p>
</li>
<li>
<p>RHSS.6-8.7. Integrate visual information with other information in print and digital texts.</p>
</li>
</ul>
Materials
1947, 1946, 1948, 1945, 890, 1944, 1943, 1997
Historical Context
During the early twentieth century, millions of immigrants flooded into U.S. cities. In New York City, where the garment industry dominated the local economy, 70% of the workforce was female, and about half of those women were under the age of 20. Jewish and Italian women comprised 90% of the workers. In 1909, immigrant shirtwaist workers led a major strike – the “Uprising of the 20,000†– that revealed to the public the low pay, harsh supervision, and unsafe conditions that plagued garment workers. The Triangle Shirtwaist Company was one of the largest employers of garment workers in New York City. In 1911, a fire at the Company claimed the lives of 146 people, mostly young women, and brought renewed attention to unsafe industrial working conditions. Thus, through strikes and tragedy in the early 1900s, women laid the groundwork for further reform movements that would continue to change the workplace, and a woman’s place in it, during the course of the twentieth century.
Lesson Plan Text
<p><strong>Step 1:</strong> Split students into two groups and hand out <em>Heaven</em> Vocabulary sheet.</p>
<p><strong>Step 2:</strong> Explain that we will watch the first clip twice; the first time students should take "mental notes" and the second time they should take actual notes. Hand out "Setting the Scene" Active Viewing worksheet.</p>
<p><strong>Step 3:</strong> Play the introduction to Heaven (2 minutes 30 seconds). Lead a quick discussion of the students' impressions.</p>
<p><strong>Step 4:</strong> Play the introduction again and have students take notes on the "Setting the Scene" Active Viewing worksheet.</p>
<p><strong>Step 5:</strong> Write the following questions on the board and instruct students to keep them in mind as they watch the next chapters of the video.</p>
<ul><li>
<p>What makes the job hard and unfair?</p>
</li>
<li>
<p>How does the fact that the girls are earning their own money create conflict for them and also give them new opportunities for freedom?</p>
</li>
</ul><p>Play chapters 2-5 (2:45-16:20).</p>
<p>As a group discuss the two preview questions. To reinforce the topic of factory working conditions, you can use Working Conditions for Factory Girls: Matching worksheet.</p>
<p><strong>Step 6:</strong> Have students read Progressive Era Activists Call for Trade Unions and complete the accompanying worksheet. As a group, discuss what the Women's Trade Union League saw as the best way to solve the problems of factory girls and how the document's language conveys its point of view. </p>
<p><strong>Step 7:Â </strong>Hand out and/or project the Seal of the National Women's Trade Union League and lead students in a discussion of its language, concepts, and symbols: Â </p>
<ul><li>
<p>Note that the WTUL was founded in 1903; could women vote in 1903?  </p>
</li>
<li>
<p>Review key vocabulary, ex. trade union [an organized group of workers who work in a factory or have a specific skill; they work together to protect their common interests and improve working conditions.]</p>
</li>
</ul><p>Ask students to identify and discuss what images they see:</p>
<ul><li>
<p>What do the two women represent (fighter with armor; mother with baby; two different kinds of power that women can have.)</p>
</li>
<li>
<p>Factory in the background</p>
</li>
<li>
<p>Rising sun (optimism; new day is coming)</p>
</li>
<li>
<p>Shield with the word victory</p>
</li>
</ul><p>Discuss the WTUL's goals:Â </p>
<ul><li>
<p>eight hour day</p>
</li>
<li>
<p>living wage</p>
</li>
<li>
<p>to guard the home</p>
</li>
</ul><p>Discuss:</p>
<ul><li>
<p>How do the words and images in the seal express the organization's reform goals?</p>
</li>
<li>
<p>What ideals does it communicate about womanhood?</p>
</li>
</ul><p><strong>Step 8: </strong>View the last 2 chapters of <em>Heaven</em> (16:21-27:00). As a group, revisit the Women's Trade Union League seal and review how the image communicates ideals about womanhood and work. Contrast that view to the ways that male representatives of the government (i.e., the judge and the police) viewed the strike. Refer to the following quotes:</p>
<div>
<ul><li>
<p>"To them a working girl's just another tramp."</p>
</li>
<li>
<p>"You are a criminal…. Your strike is a strike against God."</p>
</li>
</ul></div>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
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English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Heaven Will Protect the Working Girl</em>
Description
An account of the resource
In this activity, students watch the documentary <a href="http://ashp.cuny.edu/ashp-documentaries/heaven-will-protect-the-working-girl/"><em>Heaven Will Protect the Working Girl</em></a> in sections, with documents and exercises designed to support and reinforce the film's key concepts: workers challenging the effects of industrial capitalism, the impact on immigrant families of young women earning money in the garment industry, and the methods used by women to improve working conditions in factories during the Progressive Era.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2012
Rights
Information about rights held in and over the resource
ASHP
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Work
Active Viewing
Common Core Reading
Group Work
Italian Immigration
Jewish Immigration
Progressivism
-
https://shec.ashp.cuny.edu/files/original/84b1cb6be7d25391a545420d53ca8beb.pdf
56f6f10c3434aed751d7862c4ef70019
Worksheet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
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English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Heaven Will Protect the Working Girl</em> Vocabulary
Description
An account of the resource
These words and phases from the <em>Heaven Will Protect the Working Girl</em> documentary may be unfamiliar to students.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2012
Rights
Information about rights held in and over the resource
Copyright American Social History Project, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a> This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Labor Activism
Work
Active Viewing
Progressivism
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/settingthescene_2a62139249.pdf
368bcc777549ef8264b0f7266de25f67
Worksheet
Text
Any textual data included in the document.
<p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
<li>
<p>RHSS.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.</p>
</li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: Heaven Will Protect the Working Girl "Setting the Scene" worksheet
Description
An account of the resource
This worksheet is designed to help students focus on the information presented during the first two minutes of the <em>Heaven Will Protect the Working Girl </em>documentary.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2012.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Relation
A related resource
1951
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Labor Activism
Work
Active Viewing
Common Core Reading
-
Teaching Activity
Objectives
Students will be able to describe the impact of the railroad on the United States, including which people benefitted from it and which did not.
Students will evaluate how and why the completion of the transcontinental railroad is considered a major turning point.
Students will be able to analyze the reasons why railroad workers decided to go on strike in 1877.
Materials
1472, 1921, 1920, 1918, 1915
Lesson Plan Text
<p><strong>Step 1. </strong>Hand out the <em>1877</em> Viewer’s Guide and have a student(s) read the 3 paragraphs of text on page 1 under “What was ‘The Great Strike’ of 1877?” Tell students that they are going to watch a clip from a documentary about the causes of this national uprising. </p>
<p>Hand out the <em>1877</em> Vocabulary list and review with the class. <strong><br /></strong></p>
<p><strong>Step 2.</strong> Play the <em>1877</em> clip (1:50-7:02) once to provide an overview of the transcontinental railroad. Ask students to think about the overall tone of this documentary (ie. what is the attitude of this film towards the railroad during the Gilded Age?). </p>
<p>Discuss why the tone sounds more critical than positive: </p>
<p>• told from the perspective of workers rather than builders </p>
<p>• is challenging a “triumphant” view of the railroad </p>
<p><strong>Step 3.</strong> Hand out the Technological Turning Points worksheet and <em>1877</em> script. Ask students, working individually or in small groups, to check off any of the effects that they think apply to the railroad (using Part 1 of the worksheet). They may use the <em>1877</em> script as a reference. </p>
<p>Review the Part 1 list with the whole group. With the possible exception of “Allows for greater participation in democracy,” all of the items could be checked. For the less obvious effects, have students explain their reasoning. </p>
<p>Tell students to complete Part II of the worksheet individually. Then, with a partner, they should identify: </p>
<p>• the top 2 positive effects and top 2 negative effects </p>
<p>• who benefited the most, and who was harmed the most </p>
<p>Share out group responses. </p>
<p>You may need to review the following points if they do not come up in discussion: </p>
<p>• main positive effects included new jobs, easier to communicate and travel, boost to national pride </p>
<p>• main negative effects included railroad owners get too much political power which leads to corruption; the railroad widens the gap between haves and have nots, and makes only a small group of people wealthy; workers are treated badly </p>
<p>• railroad owners benefited the most; Native Americans, railroad workers, Chinese workers were among those who benefited the least. </p>
<p><strong>Step 4. </strong>Tell students that you are going to play the clip for a second time. Ask a third of the class to listen for the point of view of the railroad owners, a third for the role of state and federal governments, and a third for the point of view of railroad workers. Play clip (1:50-7:02) again. </p>
<p>Share out discussion on railroad owners, the government, and railroad workers. </p>
<p>Ask follow up questions as needed: </p>
<p>• Who was the railroad supposed to benefit? [claim that it would “benefit all citizens”] </p>
<p>• What assistance did the government give railroads? [land, money, tax breaks, political influence] </p>
<p>• Why did workers go on strike in 1877?</p>
Activity Extension
To highlight the worker’s viewpoint, you could hand out An African-American Socialist Lends His Support to Railroad Workers.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: 1877: The Grand Army of Starvation
Description
An account of the resource
In this activity, students watch a short clip from the ASHP documentary <em><a href="http://ashp.cuny.edu/ashp-documentaries/eighteen-seventy-seven/">1877: The Grand Army of Starvation</a></em> to learn about the impact of railroad expansion on Americans and the nation as a whole. After watching the clip, students complete the “Technological Turning Points and their Impact” worksheet in order to examine the positive and negative effects of the railroad.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning, 2011. <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Labor Activism
Active Viewing
Great Railroad Strike of 1877
Group Work
railroads
Technology
-
https://shec.ashp.cuny.edu/files/original/up-south-active-viewing-worksheet_47de6ae6bc.pdf
f4b69f617744a8f6e450e95f3d2c31e8
Worksheet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Active Viewing: <em>Up South</em> worksheet
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This worksheet is designed to help students organize information from the documentary <a href="http://ashp.cuny.edu/ashp-documentaries/up-south/" target="_blank"><em>Up South: African-American Migration in the Era of the Great War</em></a>.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011
Rights
Information about rights held in and over the resource
American Social History Project/Center for Media and Learning <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1894
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Active Viewing
Great Migration
Reading Supports
Up South
-
https://shec.ashp.cuny.edu/files/original/vocab_a3ce9421de.pdf
f98ed4008bcbc69bf6a1776bf86b64f5
Worksheet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Active Viewing: <em>Up South</em> vocabulary sheet
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
These words and phrases from the <em>Up South</em> documentary may be unfamiliar to students.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1894
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Active Viewing
Great Migration
Reading Supports
Up South
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will learn about lynching, segregation, sharecropping, and the experiences of African Americans in northern cities after they moved there from the South during the World War I era</p>
</li>
<li>
<p>Students will understand how life was different in the South and in northern cities for African Americans</p>
</li>
<li>
<p>Students will understand how African Americans tried to improve their lives in the North</p>
</li>
</ul>
<p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
<li>
<p>WHSS.6-8.2. Write informative/explanatory texts, including the narration of historical events.</p>
</li>
</ul>
Materials
1895, 1896, 1887, 1884, 1885, 1888, 1893
Historical Context
Between 1910 and 1930, more than one million African Americans moved out of the South. They sought economic opportunity, freedom from racial segregation, and safety from lynching and other kinds of racist violence. The promise of freedom and full citizenship drew them to cities in the North, Midwest, and West. Once there, the migrants faced poor housing, discrimination on the job, and racial violence. They responded by forming women’s clubs, engaging in political campaigns, and creating the “New Negro†movement.
Lesson Plan Text
<p><strong>Step 1:</strong> Discuss with students: When does home become so bad that you have to leave? Is it better when you do leave? Write down their answers and have them available on the board or chart paper to refer back to later. </p>
<p>Hand out Map of Migration Routes Followed by African Americans During the Great Migration</p>
<p>Ask students to find Mississippi (MS) and Chicago on the map and draw a line between the two. Explain that the <em>Up South</em> documentary they are about to see will show stories of people who went from Hattiesburg, Mississippi to Chicago, but as they can see from this map, this is part of a larger story of more than a million people who left different parts of the South for cities in the North. </p>
<p><strong>Step 2:</strong> Play chapters 1-3 (00:17-6:01) of <em>Up South</em>. Ask students to think about the following as they watch: One part of the story of life in the South is lack of economic opportunity; another part of the story is about oppression and segregation. What was so bad about sharecropping? </p>
<p>After watching, lead a brief shareout of students’ thoughts on “what was so bad about sharecropping.” (If you think your students need additional information in order to clarify their understanding of sharecropping, have them read and discuss Description of Sharecropping.)</p>
<p>Hand out the Active Viewing: <em>Up South</em> worksheet and ask students to write down examples of what life was like from the document and/or film in the Jim Crow and Sharecropping sections of the worksheet. </p>
<p><strong>Step 3:</strong> Hand out Bar Graph of Lynchings of African Americans, 1890-1929. Have student volunteers read aloud the description text above the graph and the text below it. </p>
<p>Ask students to write down three facts about lynching in the Lynching section of the worksheet. </p>
<p>Play chapters 4-5 (6:02-12:09) of <em>Up South</em>. Ask students to think about the following as they watch: What was the <em>Chicago Defender</em> and why is it important in this story? </p>
<p><strong>Step 4:</strong> Discuss the <em>Chicago Defender</em> and ask students to summarize why people left the South. Ask students to predict what they think will happen when migrants get to the North; record their answers. Either provide these categories or organize their responses on the board or chart paper into these categories: jobs, rights, community, housing. </p>
<p>Play chapters 6-7 (12:10-21:35) of <em>Up South</em>. Assign small groups of students to listen for information about one of the categories (jobs, rights, community, housing) as they watch.</p>
<p>Ask students to write examples from the documentary and from the survey about life in the North on the worksheet, making sure to fill in at least one example for each category (jobs, rights, community, housing) </p>
<p>Ask students to write examples from the documentary and from the survey about life in the North on the worksheet, making sure to fill in at least one example for each category (jobs, rights, community, housing) <br /> <br /><strong>Step 5:</strong> Revisit the predictions students made about life in the North and ask each group to report back what they learned from the film. </p>
<p> </p>
<p>Hand out Black Chicagoans Describe Their Migration Experiences and ask students to circle evidence that relates to what category they were listening for in the film. Briefly discuss their answers. </p>
<p>Play chapters 8-10 (21:36-29:18) of <em>Up South</em>. As students view the clip, ask them to think about: Who was the New Negro and how did he try to solve problems in the North? </p>
<p>After watching the clip, review students’ understanding of the New Negro.</p>
<p><strong>Step 6:</strong> Assign students to complete the Active Viewing: <em>Up South </em>Writing Prompt.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Up South</em>
Description
An account of the resource
In this activity, students watch the ASHP documentary <em><a href="http://ashp.cuny.edu/ashp-documentaries/up-south/">Up South: African-American Migration in the Era of the Great War</a></em> with documents and exercises designed to support and reinforce the documentary's key concepts of Jim Crow, lynching, sharecropping, migration, and life in northern cities. At the end of the activity, students complete a short writing task on how life changed and how it stayed the same for migrants, and how they tried to improve their lives in the North.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011
Rights
Information about rights held in and over the resource
American Social History Project/Center for Media and Learning <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Active Viewing
Common Core Reading
Common Core Writing
Delving into Data
Great Migration
Up South
-
https://shec.ashp.cuny.edu/files/original/active-viewing-up-south-writing-prompt_bb4ad0ea3b.pdf
232770babef82e613a206a0036fb8dc0
Worksheet
Text
Any textual data included in the document.
<p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
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<p>WHSS.6-8.2. Write informative/explanatory texts, including the narration of historical events.</p>
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: Up South Activity Writing Prompt
Description
An account of the resource
This is a writing prompt for the Active Viewing: Up South activity.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1894
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Active Viewing
Common Core Writing
Great Migration
Up South
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Teaching Activity
Objectives
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<p>Students will be able to understand why Chinese immigrated to the United States, beginning in the 1850s and their work experiences in the West Coast. </p>
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<p>Students will be able to describe racism against the Chinese and the causes and effects of the 1882 Chinese Exclusion Act.</p>
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Materials
1846, 900, 1878, 1879
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that they are going to watch a film about the first generations of Chinese who came to the United States. Hand out or have students sketch a KWL chart and ask them to complete the first column, “What do you already know?” Ask students to think about facts or images they have about this topic and write them down. (Optional: Divide students into small groups have each group complete the KWL chart together on a piece of chart paper.) </p>
<p><strong>Step 2:</strong> Introduce Clip 1 (Disc 1, 17:09-24:24) by providing background information, which can include: </p>
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<p>First wave of Chinese come seeking “Gold Mountain”, the California Gold Rush</p>
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<p>Part of a “sojourning” tradition in China, where young men leave their villages to travel to Chinese cities, or other countries, to seek their fortunes and return </p>
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<p>Virtually all Chinese immigrants in this first wave are from Guangdong Province </p>
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<p>First group of Chinese immigrants are successful at the Gold Rush, by taking over claims abandoned by other miners and methodically finding gold dust in the silt </p>
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<p>1850 Chinese population in US totals about 4,000 (total population of US is 23.2 million) (.02%) </p>
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<p>Ask students to jot down new information and questions in the appropriate columns as they watch the film. Play Clip 1 (Disc 1, 17:09-24:24). </p>
<p><strong>Step 3:</strong> After the clip, students should share what they learned and what questions they have with other students at their table. Then, ask each table to combine the information and questions on a piece of chart paper.</p>
<p>After all the students (or groups) have filled in a KWL chart paper, look around the room and synthesize patterns and key points, including: </p>
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<p>The Chinese were initially welcomed into the U.S. and then quickly became targets of racial discrimination.</p>
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<p>There was a special tax levied against Chinese that limited what kinds of work they could do.</p>
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<p>There was a court ruling saying that Chinese could not testify in courts. </p>
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<p><strong>Step 4:</strong> <span style="font-weight: normal;">Introduce and play Clip 2 (Disc 1, 40:00-52:00). Explain that this clip is about the role of Chinese workers in building the transcontinental railroad: “They’re a long way from Gold Mountain, now they’re tunneling through mountains.” Divide students into two groups. Ask the first group to pay attention to what kind of work the Chinese do and how that changes. Ask the second group to listen for how Chinese immigrants are treated and how the Chinese try to change it. </span></p>
<p>(Optional: Share out responses after viewing clips.)</p>
<p><strong>Step 5:</strong> Hand out Lee Chew document. Ask students to think about the focus questions: Why did Lee Chew enter the laundry business? and What does his account tell you about Chinese workers in America? After students read independently or as a class, share out responses. </p>
<p><strong>Step 6:</strong> Introduce and play Clip 3 (1:11:18-1:17:48). This clip is about the way that politicians in California and nationally helped to whip up a furor over Chinese immigration. Additionally, you can explain:</p>
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<p>It’s the 1870s: think about what else is happening in the US-Reconstruction is happening and rapid industrialization is changing the nature of work in the US; Panic of 1873 plunges US into a severe economic crisis that lasts until 1877. </p>
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<p>For context, by 1880 the Chinese population of U.S. is 105,465 out of a total of 50.1 million (.2%).</p>
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<p>Ask students to listen for what language do anti-Chinese immigration groups use to make their arguments. Depending on the level of the students, you may also ask them to listen for "How did a local political issue/problem become a national political issue/problem?"</p>
<p><strong>Step 7: </strong>(Optional) Review the history of Chinese exclusion with your students. Explain that after some debate about how to handle Chinese immigration, restriction is a big winner politically. But the laws come in stages: </p>
<p><em>1875 Page Law </em></p>
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<p>Bars entry of Chinese and Japanese prostitutes, felons, and contract laborers (also known as “coolies”) </p>
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<em>1882 Chinese Exclusion Act </em><br />
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<p>Merchants, teachers, diplomats, students, and travelers are exempt </p>
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<p>Laborers who were already here were allowed to leave and re-enter, but they had to get a “Certificate of Registration” when they left so that they could get back in </p>
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<p>That meant that immigration inspectors inspected all Chinese entering and leaving the US • Prevents Chinese from becoming naturalized citizens </p>
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<p><em>1888 Scott Act </em></p>
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<p>Revokes all reentry certificates, stranding anyone who left intending to return </p>
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<p><em>1892 Geary Act </em></p>
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<p>Renews 1882 Exclusion Act </p>
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<p>Requires that all Chinese in the U.S. register with the federal government </p>
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<p><em>1924 Johnson-Reed Act </em></p>
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<p>Stipulates that aliens ineligible for U.S. citizenship were not permitted to enter the United States </p>
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<p><em>1943 Congress finally repeals exclusion laws, grants Chinese the right to become citizens</em> </p>
<p>In summary, Chinese exclusion is the origin of the federal gatekeeping policy and enforcement apparatus for immigration. Before it, immigrants came and went freely. Chinese exclusion ushered in border controls and immigration inspections and the earliest version of the green card. As you’ll see in the final clip, restriction worked . . . for a while. </p>
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<p>In 1890 Chinese population of U.S. is 107,488 out of a total of 62.9 million (.002%) </p>
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<p><strong>Step 8:</strong> <span style="font-weight: normal;">Introduce and play Clip 4 (Disc 2 c. 41:39-52:37). Explain that this clip is Angel Island and Paper Sons, which reflects both the ways that Chinese restriction was carried out by the U.S. government, and the lengths to which many Chinese went to resist and evade the restriction laws. </span></p>
<p><strong>Step 9:</strong> Pass out the concluding writing prompt to students: Imagine you are a Chinese immigrant in 1890. Write a letter to your best friend from home who wants to know if he should try to evade exclusion laws and come to the United States. What would make a person want to come, and what would encourage him? Students may use examples from the documentary or the documents. </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
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English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Becoming American: The Chinese Experience</em>
Description
An account of the resource
In this activity, students watch short clips of the PBS/A Bill Moyers Special production of<em><a href="http://www.pbs.org/becomingamerican/" target="_blank"> Becoming American: The Chinese Experience</a></em> (2003). The documentary clips and accompanying materials cover the arrival of Chinese in California, their work on the transcontinental railroad, the passage of the 1882 Chinese Exclusion Act, and the Angel Island immigration facility. At the end of the activity, students complete a short writing task on whether not to immigrate to the United States from the perspective of a young Chinese man.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Race and Ethnicity
Active Viewing
Chinese Exclusion Act
Chinese Immigration