Immigrant Discrimination

The topic of this lesson is the discrimination faced by immigrants in a post Civil War America. The students will face this discrimination first hand as they read and listen to an Irish folk song about discrimination when looking for jobs, read the Chinese Exclusion Act of 1882, and analyze a Thomas Nast cartoon. This lesson fits into the Industrialization unit by coming right after a lesson on reasons for increased immigration and Ellis Island.

The student will learn about immigrant discrimination by filling out a graphic organizer on each of the sources. The student will dissect three different types of sources: a song, federal law, and a cartoon to demonstrate that there are different types of primary sources.

This lesson directly relates to USII.4b: The student will demonstrate knowledge of how life changed after the Civil War by explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion.

Historical Background

Following the Civil War, immigration to the United States increased exponentially as immigrants looked for a new life, to escape from oppressive governments, adventure, and religious freedom. Most of the immigrants coming to the United States were very poor; they had little more than a few dollars to their name. Some came to the United States not knowing any one else. Many of the immigrants settled into ethnic neighborhoods.

In addition to starting off their new life in the United States with very little money and crowded neighborhoods, many of them faced discrimination. The Irish had a hard time finding jobs as signs saying “No Irish Need Apply” popped up in store. The Chinese were banned from coming to the United States after the passage of the “Chinese Exclusion Act”. Chinese that were already in the United States were not allowed to become American citizens.

Discrimination has, unfortunately, become a common theme throughout American History as groups that are different from the majority are treated very badly. Discrimination started against the Native Americans and African Americans way back at the beginning of American History. Even today, recent immigrants to the United States still face discrimination.

Lesson Objective

Students will be able to discuss how the Chinese and Irish immigrants were treated in post- Civil War America.

Materials

Procedure

  1. Warm-up: Students will answer the question: “What is discrimination? Why do we discriminate against people?”
  2. Source analysis: Student will work in partners to analyze each of the documents, one by one. Everyone will receive a copy of the lyrics of “No Irish Need Apply” and students will work in partners to answer the questions on the graphic organizer.
  3. Once everyone has finished answering the questions (approximately 7-10 minutes), all students will listen to the audio recording of the song and add anything they desire to the graphic organizer. Discuss the answers as a class.
  4. Partners will receive a pdf copy of the Chinese Exclusion Act (also keep plain copies on hand for students that may have difficulties reading the text). Students will answer the corresponding questions on the graphic organizer. Discuss the answers as a class.
  5. Partners will receive a copy of the Thomas Nast Cartoon and answer the corresponding questions on the graphic organizer. Discuss the answers as a class.
  6. The mini lesson concludes here as the class moves onto taking notes about other difficulties immigrants faced in the United States.

Assessment

Partners will answer the corroborating questions together. These answers will be collected as part of a formative grade and assessed based on the following rubric:

4 points – The student demonstrates understanding in their answer by providing at least two things the sources have in common with each other and at least two differences. The information must be directly related to the primary sources.

3 points – The student demonstrates understanding in their answer by providing at least 3 things the sources have in common or are different from each other. The student can discuss two differences and one similarity or two similarities and one difference. The information must be directly related to the primary sources.

2 points – The student demonstrates understanding in their answer by providing at least one thing the sources have in common AND one difference. The information must be directly related to the primary source.

1 point – The student demonstrates understanding in their answer by providing at least one difference OR one similarity between the sources. The information must be directly related to the primary source.

0 points – The student cannot demonstrate understanding in answer using the primary source.

References

“An act to execute certain treaty stipulations relating to the Chinese, May 6, 1882,” Enrolled Acts and Resolutions of Congress, 1789-1996; General Records of the United States Government; Record Group 11; National Archives and Records Administration,
http://www.ourdocuments.gov/doc.php?flash=true&doc=47 (accessed July 25, 2012).

John Poole, “No Irish Need Apply,” (song) University of Illinois at Chicago, http://tigger.uic.edu/~rjensen/song.htm (accessed July 25, 2012).

Thomas Nast, “What color is to be tabooed next?” (illustration), Harper’s Weekly. March 25, 1882, From Library of Congress Prints and Photographs Online Catalog, http://www.loc.gov/pictures/item/91793231 (accessed July 25, 2012).

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