1
10
23
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze the importance of different locations within San Francisco's Chinatown. Â </p>
</li>
<li>
<p>Students will be able to describe the different perspectives on Chinatown from an "insider" versus an "outsider" perspective. Â </p>
</li>
<li>
<p>Students will write an essay in defense of Chinatown, using information gathered from document analysis and a gallery walk.</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.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
<li>
<p>WHSS.6-8.2. Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Materials
527, 1040, 607, 1116, 623, 1114, 608, 1047, 1149, 1046, 973, 1495, 1869, 1871
Historical Context
The Chinatown envisioned by tourists in the late 19th century promised exoticism and adventure. They were not there to see the everyday life of the Chinese. For its residents, however, Chinatown was a home base, a safe place, a living community. The streets were full of familiar people, sounds, colors, and smells. Male workers dominated the streets. Occasionally a wealthy merchant with his family could be seen. Children playing outside were safeguarded by the community. In 1906, a devastating earthquake and fire destroyed old Chinatown.
Lesson Plan Text
<p><strong>Step 1:</strong> Have students read San Francisco's Chinatown background essay OR view a clip from the film <em>Becoming American</em> (Disc 2, first 9 minutes of Chapter 1). Â After reading/viewing, lead a discussion about what kind of community was San Francisco's Chinatown in the 1890s. Â Points to bring out in discussion include:Â </p>
<ul><li>
<p>like "a country within a country"; an immigrant community; "bachelor" society as a result of exclusion laws; refuge from violence; residents from diverse regions, speaking different dialects; opera and other familiar culture available; stores served as gathering places, hiring halls</p>
</li>
</ul><p><strong>Step 2:</strong> Divide the class into five groups and assign each group one Chinatown place: grocery store, restaurant, theater, school, Six Companies self-help association. Â There is one photograph and one text document for each place. Â Hand these out to the groups, along with the worksheet. (Optional: Divide the class into four groups and use one of the photographs as a model.)Â </p>
<p><strong>Step 3:</strong>  Allow students to examine the photograph first, and use Part I of the worksheet to make a list of observations about what people, objects and activities they see. Groups should then decide on three inferences that they can make based on these observations, as well as any questions about the photograph they have. </p>
<p>Then, ask students to read the text documents and use Part II of the worksheet to compare "insider" and "outsider" perspectives.</p>
<p>While groups are working, pass out five pieces of chart paper around the classroom, each with one of the five photographs already attached.</p>
<p><strong>Step 4:</strong> Groups should review the information gathered on both sides of their worksheets. Then, on the chart paper, each group will:</p>
<ul><li>
<p>Write down the inference(s) substantiated by the insider or outsider text and the phrases from the text that support the inference(s)</p>
</li>
<li>
<p>Circle the part(s) of the photo that support(s) the inference(s)</p>
</li>
<li>
<p>List a question that is still unanswered that the photo raised</p>
</li>
</ul><p>Post the five pieces of chart paper around the classroom.</p>
<p><strong>Step 5:</strong> Divide the students into pairs and have them do a gallery walk of all five photographs. Give them a list of the following historical understandings about Chinatown and ask them to circle which photograph/text supports each photograph:</p>
<p><em>Historical Understandings:</em></p>
<p><em>San Francisco's Chinatown included residents from different classes and regions of China.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p><em>San Francisco's Chinatown provided familiar cultural traditions to its residents, including foods, goods, and entertainment.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p><em>In response to exclusion and violence against them, Chinese residents of Chinatown created self-help organizations and educated their children.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p><em>Outside visitors to Chinatown viewed it as exotic and interesting, as well as foreign and threatening.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p>Share out responses with the group. Discuss the questions written on the chart paper that were left unanswered.</p>
<p><strong>Step 6:</strong> Have students complete a written assessment of the activity using the following writing prompt:</p>
<ul><li>
<p>After the 1906 earthquake destroyed San Francisco, city leaders debated whether or not Chinatown should be rebuilt. Chinatown occupied valuable real estate in the center of town, and some wanted to use the land for other purposes. Imagine you are a resident of Chinatown. Write a letter to a city official in which you argue why your neighborhood should be rebuilt. Use evidence and details you have gathered from the gallery of photographs and accompanying text. </p>
</li>
</ul><p>Â </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
A Country within a Country: Understanding San Francisco's Chinatown
Description
An account of the resource
In this activity, students use a range of primary and secondary sources about San Francisco's Chinatown (1880s-1920) to explore what the community meant to residents and to outsiders.
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, 2008.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><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>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
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
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Common Core Reading
Common Core Writing
Group Work
Lessons in Looking
-
Teaching Activity
Objectives
<ul><li>
<p>Students will compare and contrast government propaganda and the real experiences of working women during World War II. Â </p>
</li>
</ul><p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.</p>
</li>
</ul><ul><li>
<p>RHSS.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.</p>
</li>
</ul>
Materials
1217, 1241, 1238, 1454, 2047, 2048
Historical Context
Women were recruited into the industrial workforce as never before during World War II. Â The recruitment effort resulted, among other things, in the iconic image of "Rosie the Riveter." But who was the real Rosie, and who was government propaganda? Â Films and propaganda from the time depict middle-class women taking on paying jobs for the first time because of a sense of patriotic duty. Â However, statistical sources and oral histories convey a very different story of working-class women taking advantage of the war to move from low-paying domestic and secretarial jobs into high-paying and skilled industrial jobs. Â Such sources indicate that economic motivations were more significant than patriotic duty in building a female workforce during World War II.
Lesson Plan Text
<p><strong>Step 1:</strong> Ask students if they are familiar with "Rosie the Riveter." Can students identify the image as wartime propaganda? What do students already know about Rosie? Â Explain that students are going to view a documentary, propaganda posters, and statistical charts to understand who the "real" Rosie the Riveter was. Hand out the Active Viewing Worksheet. Â </p>
<p><strong>Step 2:</strong> Show clip #1: Mobilizing for War (6:17--11:28). Â Pose focus question: How did government propaganda films depict women's lives on the eve of World War II? Â </p>
<p>Instruct students to work in small groups to complete the remaining questions in Part 1 of the Active Viewing Worksheet that compare and contrast government propaganda films with the real stories of working women shown in the documentary. Before moving on to the next step, review the main points:</p>
<div>
<ul><li>
<p>Government propaganda portrayed women as married white middle-class homemakers with lots of leisure time, who only worked because it was their patriotic duty.</p>
</li>
<li>
<p>Real Rosies were working women, and some were the main breadwinners of their families. Â They flocked to factory jobs that were high paying, unionized, and more rewarding than their previous jobs. Â </p>
</li>
</ul></div>
<p><strong>Step 3:</strong> Explain that students will now watch a series of short clips about the experiences of women factory workers. Â Prompt students to think about the conflicting views presented in the propaganda film and accounts by "real Rosies." Â Show any of the clips #2-6:</p>
<div>
<ul><li>
<p>Clip 2: Dangerous Work on the Homefront (19:27--25:01)</p>
</li>
<li>
<p>Clip 3: Jim Crow Gets Kicked Out of a Factory Bathroom (27:55--29:48)</p>
</li>
<li>
<p>Clip 4: Wartime Women Workers' Double Duty (33:01--34:37)</p>
</li>
<li>
<p>Clip 5: Unions Protect the Working Girl (26:18--27:07)</p>
</li>
<li>
<p>Clip 6: Lynn Childs Sticks Up for the Little Guy (37:29--39:58)</p>
</li>
</ul></div>
<p><strong>Step 4:</strong> Hand out propaganda poster "My husband wants me to work...". Â Instruct students to work in groups to complete Part 2 of the Active Viewing Worksheet. Depending on time, have students share their responses to question #5: Do you think the experiences of "real Rosies" permanently challenged these assumptions?" Â </p>
<p><strong>Step 5:</strong> Explain that propaganda was also used to encourage women to return home after the war. Play Clip #7 "Now He Returns" (46:14--49:15) and Clip #8 "Back to Women's Work" (51:02--57:38). Optional discussion: What did women workers want after the war? Â </p>
<p><strong>Step 6:</strong> Handout statistics about women in the workforce and ask students to complete Part 3 of the Active Viewing Worksheet. Â When they are finished, discuss how the film and primary documents may have changed their ideas about working women during World War II. Â </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: The Life and Times of Rosie the Riveter
Description
An account of the resource
In this activity, students watch film clips from the documentary <em><a href="http://www.clarityfilms.org/rosie/" target="_blank">The Life and Times of Rosie the Riveter</a></em>, decode a propaganda poster, and analyze statistics about working women during World War II. Â Parts of this activity can be completed without the film.
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, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><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>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Gender and Sexuality
Active Viewing
Common Core Reading
Delving into Data
Lessons in Looking
Rosie the Riveter
World War II
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will describe the tensions and conflicts caused by the entry of African American workers into the industrial workforce during World War II.</p>
</li>
<li>
<p>Students will analyze government efforts to address racial tensions during World War II.</p>
</li>
<li>
<p>Students will interpret a poem about African-American perspectives of World War II. </p>
</li>
</ul>
Materials
1073, 1216, 774, 1453
Historical Context
The overwhelming need for workers during World War II meant that factories were, for the first time, willing to hire black workers in skilled and high-paying jobs. Industrial jobs motivated African Americans to move in search of economic opportunity: thousands moved out of the rural South into urban areas to work in shipyards, ammunition factories, or aircraft plants. However, their new white co-workers and neighbors resented the change in the status of Jim Crow. Black migrants encountered prejudice, discrimination and sometimes violence. Such tensions spilled over into race riots throughout 1943, including one in Beaumont, Texas in which nearly 4,000 white citizens terrorized Beaumont's black neighborhoods. Black businesses and homes were pillaged and destroyed, over fifty people sustained injuries, and at least three people-one white, two black-were killed in the violence.
Lesson Plan Text
<p><strong>Step 1:</strong> Handout Beaumont photograph without description (showing title and source only) with focus questions on back. Have students work independently or in groups to analyze the photograph and answer the questions. </p>
<div>
<p><strong>Step 2:</strong> Have students share out what they observed and what hypotheses they have about what's going on in the photo. Then hand out (or show) the Beaumont photo with the description.</p>
<div>
<ul>
<li>
<p>How does the description further expand the story of what's happening in the photo? </p>
</li>
<li>
<p>Can students explain how this photo shows cause (segregation patterns among black and white workers led to racial tensions and violence) and effect (the black workers, though segregated, were able to get jobs because of the high demand for wartime workers)?</p>
</li>
</ul>
<p><strong>Step 3:</strong> Pass out the "United We Win" poster, the poem "Beaumont to Detroit, 1943," and the analysis worksheets. Have students work independently or in groups to answer the questions. When students are finished, have them share their responses. Lead students in discussion of the causes and effects of race riots during World War II. </p>
</div>
</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
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
African American Workers: Conflict on the Homefront
Description
An account of the resource
In this lesson students analyze a propaganda poster, a photograph, and a poem to understand the tensions unleashed by the entry of African Americans into the industrial workforce during World War II.
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, 2010.
Rights
Information about rights held in and over the resource
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
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Work
Interdisciplinary
Lessons in Looking
Literature in the History Classroom
Riots
World War II
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will be able to identify different parts of a political cartoon (date, title, people, symbols, labels).</p>
</li>
<li>
<p>Students will be able to translate a pro-imperialist political cartoon into a written/verbal argument.</p>
</li>
</ul>
<p> </p>
Materials
655, 1668
Historical Context
The United States' long and bloody war in the Philippines provoked a flurry of protest at home, in newspapers and political cartoons, from those that said U.S. expansion violated American principles such as self-determination. Ardent defenders of imperialism, however, regarded Filipinos as inferior, saw opportunity to expand markets for U.S. goods abroad, and framed their enterprise as a force for good, civilizing "backwards" people around the world. To understand the period and the arguments for and against imperialism, it is important to be able to decode political cartoons.
Lesson Plan Text
<p><strong>Note to teacher:</strong> This activity is designed to gauge students’ abilities and challenges analyzing political cartoons. It would work best as part of a larger unit on U.S. imperialism, particularly the effects of the Spanish-American War in 1898. </p>
<p><strong>Step 1: </strong>Students will need to be familiar with the following key points prior to analyzing the cartoon: </p>
<ul>
<li>
<p><em>The Philippines were a territory of the United States from 1898 to 1946.</em></p>
</li>
<li>
<p><em>The U.S. gained the Philippines as a territory following American victory over Spain in the Spanish-American War. </em></p>
</li>
</ul>
<p>It is also helpful to show students where the Philippines are located on a map, then showing the relative distance between the United States and Philippines. </p>
<p><strong>Step 2:</strong> Pass out the cartoon. Read aloud or ask for a student volunteer to read the title and the description (in italics) of the cartoon. The teacher may also want to ask students to identify the source and date of the cartoon. Make sure to explain any unfamiliar words or phrases in the description or cartoon. </p>
<p><strong>Step 3:</strong> Pass out the “Questions for Analysis” and go over the directions. Have students work individually to complete it.</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
Analysis of "Showing the Light to the Filipinos"
Description
An account of the resource
This short activity helps students analyze a political cartoon about U.S. imperialism in the Philippines. To complete the activity, the teacher will need either a map or a globe to show students the relative distance between the United States and Philippines.
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, 2010.
Rights
Information about rights held in and over the resource
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
2010
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
Expansion and Imperialism
Lessons in Looking
Philippine-American War
Using Political Cartoons
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze primary source images and read background texts to determine what life was like for the people who lived in Chinatown.</p>
</li>
<li>
<p>Students will compare the real Chinatown of the people who lived there with the myths and exaggerations created by outside visitors.</p>
</li>
<li>
<p>Students will synthesize their understanding of Chinatown by creating a walking tour that shows what real life in San Francisco's Chinatown was like. Â </p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.7. Integrate visual information with other information in print and digital texts.</p>
</li>
</ul>
Materials
1113, 1122, 1041, 1117, 1039, 1042, 1116, 1040, 1114, 1118, 1577
Historical Context
<p>The Chinatown envisioned by tourists in the late 19th century promised exoticism and adventure. They were not there to see the everyday life of the Chinese who lived there. For its residents, however, Chinatown was a home base, a safe place, a living community. The streets were full of familiar people, sounds, colors and smells. Male workers dominated the streets. Occasionally a wealthy merchant with his family might be glimpsed. Children playing outside were safeguarded by the community. In 1906, a devastating earthquake and fire destroyed San Francisco's old Chinatown.</p>
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that visitors to and residents of San Francisco's Chinatown had very different perspectives about the neighborhood in the late 19th century. Â Outsiders saw Chinatown as exotic and adventurous, a place to eat strange foods, to gamble illegally, to have "adventures." Tourism to Chinatown was so common that many visitor's guides were published in the late 19th and early 20th century. But these visitor's guides are flawed: they don't really reflect the real experiences of the people who actually iived in Chinatown! In this activity, students will correct this problem by learning about real people who lived in Chinatown and creating a walking tour of "their" Chinatown. Â </p>
<p><strong>Step 2: </strong>Divide students into small groups of 2-3 students. Â Assign each group one of the following identities and photographs:</p>
<div>
<ul><li>
<p>Woman (Photograph "Chinese Women Relax in Golden Gate Park")</p>
</li>
<li>
<p>Laborer (Photograph "A Chinese Laborer Shields His Face from the Camera")</p>
</li>
<li>
<p>Elite Young Boy (Photograph "Children of High Class")</p>
</li>
<li>
<p>Merchant (Photograph "Customers Shop in a Chinatown General Store")</p>
</li>
<li>
<p>Young Girl (Photograph "The Fish Dealer's Daughter")</p>
</li>
</ul><p>Give each student the Walking Tour pamphlet worksheet. Â Ask students (independently or working in their groups) to analyze their photographs and read the description. They should read and fill out the first page of their planning pamphlet, using the information from the photograph and description.</p>
</div>
<p><strong>Step 3:</strong> Give each group a packet of the following documents. Â Students should go through each document in the packet and record their findings, from their character's point of view, on pages 2-3 of the planning pamphlet. Students should also answer the questions on page 2 about their character's photograph. Â </p>
<ul><li>
<p>Customers Shop in a Chinatown Grocery Store</p>
</li>
<li>
<p>"Street of Gamblers (By Day)</p>
</li>
<li>
<p>"Interior of Chinese Theater"</p>
</li>
<li>
<p>"Chinese Restaurant, San Francisco"</p>
</li>
<li>
<p>Exterior of a Chinese Temple in San Francisco</p>
</li>
</ul><p><strong>Step 4:</strong> When students have finished reviewing the documents, they should plan their walking tour on the last page of the planning pamphlet. Their tours should incorporate texts and at least three images. The teacher should sign off on their plans before giving them art supplies to create a pamphlet. Â </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
Create a Walking Tour of San Francisco's Chinatown
Description
An account of the resource
In this activity students learn about the people and places, and the social rules that governed them, in San Francisco's Chinatown in the 1800s. Students develop a character based on the real people who lived in Chinatown, and then create a walking tour of what life was really like in "their" neighborhood. Students analyze photographs and read short background texts to gather information for their tours.
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, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><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>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
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
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Common Core Reading
Group Work
Lessons in Looking
Role Play and Debate
-
https://shec.ashp.cuny.edu/files/original/create-cartoon-of-philippine-war_5c5ca76f0c.notebook
2d76dcbd5a07a5335a95699cab5c275d
Teaching Activity
Objectives
<ul>
<li>
<p>Students will examine how political cartoonists conveyed the arguments for or against the Philippine-American War and U.S. imperialism. </p>
</li>
<li>
<p>Students will create their own political cartoons about key aspects of the Philippine-American War. </p>
</li>
</ul>
<p> </p>
Materials
1479, 1553, 1554, 1838
Historical Context
During the United States' imperialist efforts at the turn of the twentieth century, cartoon illustrators used their canvases to convey the arguments for and against the Philippine-American War. Some artists highlighted the "primitive" civilization of the Filipinos as a reason for U.S. intervention, while others bemoaned the intervention as anti-democratic and un-American.
Lesson Plan Text
<p><strong>Step 1:</strong> Students view Savage Acts. </p>
<p><strong>Step 2: </strong>(Optional: Use <a href="../../../items/show/1774" target="_blank">"Lessons in Looking: Imperialism Cartoons"</a> as an introduction to the activity.) Tell students that they will be creating their own political cartoons using symbols and words from the early twentieth century to tell about key aspects of the Philippine-American War. Pass out Cartoon Symbols and Cartoon Words handouts and go over them with students to make sure that everyone understands their meanings. </p>
<p><strong>Step 3: </strong> Divide students into at least five pairs or groups. Each pair or group will be working on one of five topics about the Philippine-American War. </p>
<div>
<ul>
<li>
<p>War in the Philippines fostered an anti-imperialist movement in the United States.</p>
</li>
<li>
<p>The sense of national greatness, industrial progress, and racial superiority that was celebrated at home at the 1893 World's Fair became the ideological basis for U.S. expansion overseas.</p>
</li>
<li>
<p>Led by Emilio Aguinaldo, Filipinos were fighting for an independent republic and viewed the U.S. as an extension of Spanish colonialism. </p>
</li>
<li>
<p>Racial and cultural superiority (i.e., "the white man's burden") helped to justify U.S. intervention in the Philippines.</p>
</li>
<li>
<p>The desire to expand U.S. commercial and military power motivated U.S. intervention in the Philippines. </p>
</li>
</ul>
</div>
<p>Fold up copies of "Worksheet for Cartooning the Philippine-American War" and have each group choose one. Whichever one they choose will tell them which historical understanding they will be conveying in their cartoons. (Note: If more than 5 groups, then make sure there are duplicates of some planning worksheets so there are enough for each group.) </p>
<p><strong>Step 4:</strong> Have students plan a political cartoon that conveys their historical understanding on the planning worksheet. Students should use at least some of the cartoon objects and cartoon words included in the activity, though they may also add some of their own phrases and objects. Students should plan their cartoons with paper, scissors, glue and markers, cutting things apart and laying them out as they would like them to appear projected on the screen. Students should write their own captions for their cartoons. </p>
<p><strong>Step 5:</strong> If using Smartboard, students should mock up their cartoons on Smartboard so they can be conveyed to the entire group. If not using Smartboard, then students should create a finished draft of their cartoon large enough for the group to see. The cartoons must not indicate explicitly which historical understanding they are designed to illustrate. </p>
<p><strong>Step 6:</strong> On Smartboard or with posters, the whole class should view and analyze each cartoon. (The group that created the cartoon should not analyze its own cartoon.) Then the group should decide which cartoon matches with which historical understanding. (To facilitate the judging, write all of the historical understandings on the blackgboard or pass out a sheet with the 5 historical understandings.) </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
Creating a Cartoon of the Philippine-American War
Description
An account of the resource
In this activity students create a political cartoon about one of five key historical understandings of the Philippine-American War. This activity and its materials are Smartboard-friendly but can be completed without a Smartboard. This activity is designed to accompany the film <em><a href="http://ashp.cuny.edu/ashp-documentaries/savage-acts/" target="_blank">Savage Acts: Wars, Fairs, and Empire 1898-1904</a></em>, but it can be adapted if the teacher does not have access to the film. To plan their cartoons, students will need scissors and glue or tape.
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, 2009.
Rights
Information about rights held in and over the resource
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
2010
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
Expansion and Imperialism
Group Work
Lessons in Looking
Philippine-American War
Smartboard
Using Political Cartoons
-
https://shec.ashp.cuny.edu/files/original/the-immigrant_5c0416b15f.ppt
e55a2ed7d0871176fd4acf58a5a853f1
https://shec.ashp.cuny.edu/files/original/5640dc0c003f3837fb5538d0db464f6e.notebook
b61461a73cd67f937be5c1dc3df023cd
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe different viewpoints for and against immigration restriction during the early 20th century.  </p>
</li>
<li>
<p>Students will cite evidence from primary sources.</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>
</ul>
Materials
649, 648, 1861, 1863, 1868, 1867, 1865, 1872, 1874, 1875, 1876, 1877
Lesson Plan Text
<p><strong>NOTE:</strong> The directions for this activity include modifications for elementary students. "MS/HS" denotes when sources or strategies are suggested for middle school and high school students only. "Elementary" indicates that the strategy or source is designated for elementary students. </p>
<p><strong>Step 1:</strong> Project the cartoon "The Immigrant." The Power Point file contains successive slides for bringing up each of the figures one by one. The Smart Notebook file is also set up to allow you to look at one character at a time. If not using Power Point or Smartboard, ask students to focus in on one part of the cartoon at a time (teachers can facilitate this by asking students to make "viewfinders" or lenses with their hands to block out other parts of the image). If not using Power Point, the teacher may want to pass out copies of the cartoon. Â </p>
<p>Begin by focusing on the immigrant and his wife, his luggage, and the ships in the background. With students, discuss:</p>
<div>
<ul><li>
<p>Who is he?</p>
</li>
<li>
<p>Where is he coming from?</p>
</li>
<li>
<p>Where might he be going?</p>
</li>
<li>
<p>What are his motivations for coming to the U.S.?</p>
</li>
</ul><p>One by one, show or focus on the other six figures in the cartoon and discuss what they look like, what their signs say, and what perspective each represents. Â </p>
</div>
<p><strong>Step 2:</strong> Differentiate this step according to the level of the students:</p>
<div>
<ul><li>
<p><em>MS/HS</em>: Divide students into groups of 6. Each group member should choose one of six characters in the cartoon to focus on and use that worksheet to analyze the evidence. All students should receive the other documents. Students should read all of the documents and find quotes/evidence supporting that character's viewpoint and cite it on their worksheets. </p>
</li>
<li>
<p>Elementary: Use the cartoon analysis worksheet to compare "Americans All!-Victory Liberty Loan" and "The High Tide of Immigration." Students are looking for examples of pro- and anti-immigration positions.</p>
</li>
</ul><p><strong>Step 3: </strong>Differentiate this step according to the level of the students:</p>
</div>
<p><em>MS/HS:Â </em></p>
<p>Have each student pick a partner with a character who represents the opposite viewpoint. The students will write a dialogue between their two characters. One character writes a sentence that begins one of two ways, depending on the point of view:</p>
<div>
<ul><li>
<p>I think immigration should be restricted because...</p>
</li>
<li>
<p>I do not think immigration should be restricted because...</p>
</li>
</ul><p>Students complete the sentences using an argument their characters would make and evidence from the documents. Students should pass the paper back and forth, writing sentences responding to each other's points, using arguments and evidence from the document. The teacher should set the number of turns passing the sheet back and forth based on the level of the students. </p>
</div>
<p><em>Elementary:</em></p>
<p>As an extension the the cartoon analysis, students should look through some or all of the additional documents and choose quotes from the text to support the point of view of their image. Differentiate this portion by giving more advance students higher-level text 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
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
Debating Immigration Restriction: The Ellis Island Era
Description
An account of the resource
In this activity, students consider arguments for and against unrestricted immigration during the Ellis Island era. Students analyze political cartoons, letters, newspaper articles, posters, and other sources, noting evidence in the documents to support the viewpoints of the various figures in the 1903 cartoon "The Immigrant." This activity also includes modifications for low-level readers.
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
<div><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>.</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
Immigration and Migration
Common Core Reading
Group Work
Lessons in Looking
Reading Supports
Role Play and Debate
Using Political Cartoons
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will understand different aspects of life and work among the young women who worked in textile factories in Lowell, Massachusetts, during the 1830s and 1840s</p>
</li>
<li>
<p>Students will understand how to analyze and gather evidence from different types of primary sources</p>
</li>
</ul>
<p>This activity aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. </p>
</li>
<li>
<p>WHSS.6-8.1 Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Materials
1986, 1821, 1822, 549, 1987, 1990, 1991, 1992, 1993
Historical Context
When the first American factories were built in places such as Lowell, Massachusetts, many of the workers were young women from New England farms. The opportunity to earn wages, live independently, and experience community with other young women was appealing. But unlike farm work, factories were governed by long hours, strict timetables, loud machines, and repetitive work. The transition from a largely farm based economy to one where many worked for wages in factories began with these early textile mills and proceeded to transform American society.
Lesson Plan Text
<p><strong>Step 1.</strong> Hand out the cover illustration from <em>The Lowell Offering</em>. Ask students to complete the Lessons in Looking: <em>The Lowell Offering</em> Worksheet.</p>
<p><strong>Step 2.</strong> After students have completed the worksheet, discuss the image from <em>The Lowell Offering</em>.</p>
<ul>
<li>
<p>What was <em>The Lowell Offering</em>? </p>
</li>
<li>
<p>What are some of the details you see in the picture? What do they stand for or represent? </p>
</li>
<li>
<p>What do you think was the artist’s point of view about what it was like to work in the Lowell textile factories? Positive or negative?</p>
</li>
</ul>
<p><strong>Step 3.</strong> Hand out the Farm vs. Factory: Constructing a Paragraph Worksheet. Working in groups, students should arrange the sentences provided into a paragraph that interprets the meaning of the <em>Lowell Offering</em> picture. They can cut out the sentences provided and paste them into the correct order (Claim/Counterclaim, three details, Conclusion/Summary), or they can use the oversized sentences and move around the people holding them into the correct order, or they can paste the oversized sentences in order on the board or large sheets of butcher paper.</p>
<p>After students have finished putting the sentences in order, review an example or two as a group. Students will probably have put the supporting details in different orders, which is fine. Ask students to explain how they decided which sentence was Claim/Counterclaim and which sentence was Conclusion/Summary.</p>
<p><strong>Step 4.</strong> Explain to students that now they will get to see evidence for a more negative view of factory life. Hand out A Mill Girl Explains Why She is Leaving Factory Life, A Former Mill Girl Remembers the Lowell Strike of 1836, and Farm vs. Factory: Finding and Citing Evidence Worksheet. Working individually or in small groups, students should read the two documents and fill in the Finding Evidence portion of the worksheet.</p>
<p>Briefly discuss the evidence they found for why Sarah Rice and Harriet Robinson had a negative view of working in the textile factories.</p>
<p><strong>Step 5.</strong> Now students will write their own paragraph interpreting the evidence from Sarah Rice and Harriet Robinson. Have students complete the Citing Evidence and Writing a Paragraph sections of the worksheet.</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/.
Title
A name given to the resource
Farm vs. Factory: Citing Evidence
Description
An account of the resource
This activity asks students to analyze three primary documents about the experiences of young women who worked in textile factories in New England during the 1830s and 1840s. It provides worksheets to guide and support students in writing a paragraph that cites evidence about the documents.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
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>.
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
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
Antebellum America (1816-1860)
Subject
The topic of the resource
Gender and Sexuality
Work
Common Core Writing
Lessons in Looking
Lowell
-
https://shec.ashp.cuny.edu/files/original/ccc-presentation_b9bbc2b7f7.pdf
596ec18011e69d995a510bb1f454751b
Teaching Activity
Objectives
<ul>
<li>
<p>Students will be able to describe the goals of the Civilian Conservation Corps and explain how it fit into the broader goals of the New Deal. </p>
</li>
<li>
<p>Students analyze primary sources to determine to what extent joining the CCC was a turning point in the lives of young men. </p>
</li>
<li>
<p>Students will create posters that illustrate photographs from the CCC era with quotes from primary documents describing life in the CCC. </p>
</li>
</ul>
Materials
1768, 1011, 735, 729, 942, 943, 861, 1082, 1083, 809, 1085, 1084, 1080, 1081, 1086, 1087
Historical Context
<p>During the Great Depression an estimated 250,000 youths left home to search for work, to ease the burden on their families, to escape an abusive home life, or to find adventure. Opportunities for work were rare and many young Americans hitch-hiked or illegally rode freight trains, traveling from town to town. President Franklin Roosevelt sought to provide young men with another path by establishing the Civilian Conservation Corps (CCC) in 1933. Part of Roosevelt’s New Deal relief programs, the CCC gave temporary employment to three million young men, who lived in military-style camps and worked on conservation and construction projects in national parks. Hard work was rewarded with three square meals, job training, and a $30 monthly paycheck—which is equivalent to about $432 today—$25 of which was sent directly to CCC enrollees' families. Beyond material comforts, many CCC workers found a renewed sense of purpose and hope in the camps.</p>
Lesson Plan Text
<p><strong>Step 1: </strong>Introduce the activity with the following focus questions: </p>
<div>
<ul>
<li>
<p>How did the CCC help build public support for FDR's New Deal?</p>
</li>
<li>
<p>To what extent was the CCC a personal turning point for enrollees? </p>
</li>
</ul>
<p><strong>Step 2:</strong> Show the brief presentation that includes the FDR quote and poster and discuss.</p>
<p><strong>Step 3:</strong> Show the film<em> FDR's Tree Army: The Civilian Conservation Corps</em>. As students watch the film, ask them to think about both the national impact and the individual impact of the program, as well as who was NOT impacted by the CCC. (The teacher may want to assign different students or different groups different focus questions to think about as they watch the film.) After the film, lead students in a brief discussion of the national and individual impact of CCC projects; also discuss who, if anyone, was not impacted by the CCC.</p>
<p><strong>Step 4: </strong>Divide students into five groups. Give each group a packet of the images and a different written primary source. Students should read the document and create a poster presentation on the theme of the CCC as a turning point. (The last slide of the presentation includes directions for students to view.) The posters should include:</p>
<div>
<ul>
<li>
<p>One or more images</p>
</li>
<li>
<p>Captions for each image created from key quotes from the document.</p>
</li>
<li>
<p>An original title that summarizes the group's overall interpretation of the CCC</p>
</li>
</ul>
<p><strong>Step 5:</strong> Hang posters around the room and have students carousel to examine each poster. Discuss what quotes or images from the other groups was most surprising. </p>
</div>
</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
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
FDR's Tree Army: Personal Turning Points in the CCC
Description
An account of the resource
In this activity students learn about the goals of the Civilian Conservation Corps and the opportunities it provided for young men. Students create poster presentations about different aspects of the CCC by combining photographs and quotes from primary sources. Students will need poster-making supplies (including poster board or paper, markers, scissors, and glue/markers).
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, 2009.
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Work
Active Viewing
Civilian Conservation Corps
Great Depression
Group Work
Lessons in Looking
New Deal
Young America
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will understand that both the United States and Teton Sioux were powerful nations in the early 1800s.</p>
</li>
<li>
<p>Students will understand that trade encounters, with both Euro-Americans and other Indigenous nations, were an important aspect of Plains Indian society.</p>
</li>
</ul>
<p>This activity aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RH.6-8.2. Determine the central ideas or information of a primary or secondary text.</p>
</li>
<li>
<p>RH.6-8.5. Determine how a text presents information.</p>
</li>
</ul>
Materials
2052, 2055, 2054
Lesson Plan Text
<p><strong>Step 1.</strong> Hand out the John Ordway Describes Meeting the Teton Sioux document and the Analysis Worksheet. Ask students to read the document and complete the Ordway columns of Part I and II of the worksheet. (You could analyze this document as a whole class, or ask students to work in pairs or individually.)</p>
<p><strong>Step 2.</strong> Hand out American Horse's Winter Count. Ask students to read the document on their own.<br />Check for understanding by discussing:</p>
<ul>
<li>
<p>what were Lakota winter counts?</p>
</li>
<li>
<p>what was their connection to oral history?</p>
</li>
<li>
<p>who provided the descriptions of the images used in the winter count?</p>
</li>
</ul>
<p></p>
<p><strong>Step 3.</strong> Ask students, in pairs or individually, to complete the American Horse column of Part I and II of the worksheet.</p>
<p></p>
<p><strong>Step 4.</strong> Complete Part III of the worksheet, either as a whole class or in small groups of 4 (if students were working in pairs, have two pairs do this part together).</p>
<p>If possible, use a smartboard or other presentation tool to project the worksheet and have students share their responses.</p>
<p>Review key content points:</p>
<ul>
<li>the United States and Teton Sioux were both powerful nations at this time</li>
<li>
<p>trade was a regular part of life (and the main form of interaction between Euro-Americans and Plains Indians)</p>
</li>
</ul>
<p>Review key structure points</p>
<ul>
<li>
<p>oral history was the primary way that the Lakota recorded and remembered their past</p>
</li>
<li>
<p>Euro-Americans relied more on comprehensive and highly detailed written reporting</p>
</li>
</ul>
<p></p>
<p><strong>Step 5. </strong>Deepen the discussion by posing any of the following questions:</p>
<div>
<ul>
<li>
<p>Why does it matter how history is recorded? What difference does it make for us today? (eg. the volume of written documents from Euro-Americans compared to the oral history and winter count traditions of Plains Indians means that we hear much more from one side than the other, and we don't have a great understanding of the American Indian perspective)</p>
</li>
<li>
<p>Which source is more accurate? More biased? (e.g., this is an open ended question since the Lewis and Clark document is more detailed, but one-sided with some biased language).</p>
</li>
</ul>
</div>
<div></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/.
Title
A name given to the resource
How is History Recorded? The Lewis and Clark Journals and Lakota Winter Counts
Description
An account of the resource
In this activity, students read two primary documents from the early 1800s: a journal entry from the Lewis and Clark expedition and a Lakota Indian "winter count" calendar. Using an analysis worksheet, students identify key ideas and details from the documents, while also examining the craft and structure of each document. They draw upon both the content and form of the documents to make inferences about the respective cultures of Euro-Americans and Native Americans in the early 1800s.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media & Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media & Learning, 2013.
Relation
A related resource
2053
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
Revolution and New Nation (1751-1815)
Subject
The topic of the resource
Expansion and Imperialism
Settler Colonialism
Common Core Reading
Group Work
Lessons in Looking
Lewis and Clark Expedition
Native Americans