This Powerpoint presents "big picture" questions and related lesson ideas and primary and secondary sources for various grade levels about immigration and its impact on American History.

1. Immigrants and ImmigrationImmigrants and Immigration
in Social Studiesin Social Studies

2. Essential QuestionsEssential Questions
 What is “The American Dream”?What is “The American Dream”?
 Why is it difficult for immigrants toWhy is it difficult for immigrants to
become accepted in society?become accepted in society?
 How can “diversity” and “unity” bothHow can “diversity” and “unity” both
be valued in American culture?be valued in American culture?
 Has the “immigrant experience” beenHas the “immigrant experience” been
common across time and nations?common across time and nations?
 Why does the introduction of newWhy does the introduction of new
technologies often seem to create bothtechnologies often seem to create both
prosperity and poverty?prosperity and poverty?

3. Lesson IdeasLesson Ideas
 Use “The American Dream” lesson to identifyUse “The American Dream” lesson to identify
different perceptions of what it means to bedifferent perceptions of what it means to be
“American,” as well as examine successive“American,” as well as examine successive
periods of significant immigration inperiods of significant immigration in
America.America.
 Compare contrasting attitudes towardsCompare contrasting attitudes towards
immigration, past and present: benevolentimmigration, past and present: benevolent
versus authoritarian.versus authoritarian.
 Have students create “Community HeritageHave students create “Community Heritage
Sheets” based on their own culturalSheets” based on their own cultural
traditions, foods, music, dress, etc.traditions, foods, music, dress, etc.
 Use immigrant stories from past and presentUse immigrant stories from past and present
times to describe “push” and “pull” elementstimes to describe “push” and “pull” elements
of immigration.of immigration.

4. The New Colossus.
Not like the brazen giant of Greek
fame,
With conquering limbs astride
from land to land;
Here at our sea-washed sunset
gates shall stand
A mighty woman with a torch,
whose flame
Is the imprisoned lightening, and
her name
Mother of Exiles. From her
beacon-hand
Glows world-wide welcome; her
mild eyes command
The air-bridged harbor that twin
cities frame.
"Keep ancient lands, your storied
pomp!" cries she
With silent lips. "Give me your
tired, your poor,
Your huddled masses yearning to
breathe free,
The wretched refuse of your
teeming shore.
Send these, the homeless,
tempest-tost to me,
I lift my lamp beside the golden
door."

5. Whose Dream?Whose Dream?
A Colony of Aliens
Crime: Its Causes & Remedies
Aliens or Americans?
Teacher's Domain (WNED)Teacher's Domain (WNED)
Harvard Collection on Imm

6. NYPL Digital Gallery (immigration AND new york)

7. NYS Archives Digital Collections

8. What is Assimilation?
Reinstein Collection at Cheektowaga Public Library
European Immigrant Women in

9. Hearings on Un-American Activities, Buf

10. Foreign Immigration - Charitable Institutions of NYC (LOC and MOA)
Harvard Collection on Immigration
Domestic educator in home of steelworker family, Lackawanna Iron and Stee
Hagley
Digital
Archive -
General
Collection

11. Mothers care for their babies at Albion
State training School circa 1940.
History of Albion Correctional Fac
Geneseo Migrant Center
Prejudice, Social Distance and Familiarity with Mental Illness

12. PoorHouse History
Polish Study, Buffalo, NY 1926-28
Harvard Collection on Immigration

14. In Their Own Words…In Their Own Words…
 Digital History’s “EthnicDigital History’s “Ethnic
America: ImmigrantAmerica: Immigrant
Voices”Voices”
http://www.digitalhistory.uhttp://www.digitalhistory.uh
 Immigration: TheirImmigration: Their
Stories (ThinkQuest)Stories (ThinkQuest)
 Immigrant Letters (U ofImmigrant Letters (U of
Minnesota)Minnesota)
 Interviews with Today's ImmInterviews with Today's Imm
 The New Americans (PBS IndThe New Americans (PBS Ind
 Family Histories at Ellis IslanFamily Histories at Ellis Islan

15.  Immigrant Life in NewImmigrant Life in New
YorkYork
The Lower East SideThe Lower East Side
Tenement Museum in NewTenement Museum in New
York City preserves andYork City preserves and
interprets America's urban,interprets America's urban,
immigrant, and working classimmigrant, and working class
experiences between 1863experiences between 1863
and 1935, when the Lowerand 1935, when the Lower
East Side was home to 7,000East Side was home to 7,000
people from more than 20people from more than 20
nations. The museum isnations. The museum is
located in a former tenementlocated in a former tenement
house at 97 Orchard Street.house at 97 Orchard Street.
In 1900, nearly two-thirds ofIn 1900, nearly two-thirds of
the city's population lived inthe city's population lived in
the Lower East Side area.the Lower East Side area.
 Letter with ReportLetter with Report
Submitted by theSubmitted by the
Citizens CommitteeCitizens Committee
of Orchard,of Orchard,
Rivington, and EastRivington, and East
Houston Streets,Houston Streets,
New York City toNew York City to
President WilliamPresident William
Howard Taft:Howard Taft:
04/09/191204/09/1912
National Archives Digital Galleries

16.  The 1850 decennial census was the first census in which data wereThe 1850 decennial census was the first census in which data were
collected on the nativity of the population.collected on the nativity of the population.
 From 1850 to 1930, the foreign-born population of the United StatesFrom 1850 to 1930, the foreign-born population of the United States
increased from 2.2 million to 14.2 million, reflecting large-scaleincreased from 2.2 million to 14.2 million, reflecting large-scale
immigration from Europe during most of this period.1 As aimmigration from Europe during most of this period.1 As a
percentage of total population, the foreign-born population rose frompercentage of total population, the foreign-born population rose from
9.7 percent in 1850 and fluctuated in the 13 percent to 15 percent9.7 percent in 1850 and fluctuated in the 13 percent to 15 percent
range from 1860 to 1920 before dropping to 11.6 percent in 1930.range from 1860 to 1920 before dropping to 11.6 percent in 1930.
The highest percentages foreign born were 14.4 percent in 1870,The highest percentages foreign born were 14.4 percent in 1870,
14.8 percent in 1890 and 14.7 percent in 1910.14.8 percent in 1890 and 14.7 percent in 1910.
 From 1930 to 1950, the foreign-born population of the United StatesFrom 1930 to 1950, the foreign-born population of the United States
declined from 14.2 million to 10.3 million, or from 11.6 percent todeclined from 14.2 million to 10.3 million, or from 11.6 percent to
6.9 percent of the total population. These declines reflected the6.9 percent of the total population. These declines reflected the
extremely low level of immigration during the 1930s and 1940s. Theextremely low level of immigration during the 1930s and 1940s. The
foreign-born population then dropped slowly to 9.6 million in 1970,foreign-born population then dropped slowly to 9.6 million in 1970,
when it represented a record low 4.7 percent of the total population.when it represented a record low 4.7 percent of the total population.
Immigration had risen during the 1950s and 1960s, but was still lowImmigration had risen during the 1950s and 1960s, but was still low
by historical standards, and mortality was high during this periodby historical standards, and mortality was high during this period
among the foreign-born population because of its old age structureamong the foreign-born population because of its old age structure
(reflecting four decades of low immigration).(reflecting four decades of low immigration).

17.  Since 1970, the foreign-Since 1970, the foreign-
born population of theborn population of the
United States has increasedUnited States has increased
rapidly due to large-scalerapidly due to large-scale
immigration, primarily fromimmigration, primarily from
Latin America and Asia. TheLatin America and Asia. The
foreign-born populationforeign-born population
rose from 9.6 million inrose from 9.6 million in
1970 to 14.1 million in1970 to 14.1 million in
1980 and to 19.8 million in1980 and to 19.8 million in
1990. The estimated1990. The estimated
foreign-born population inforeign-born population in
1997 was 25.8 million. As a1997 was 25.8 million. As a
percentage of the totalpercentage of the total
population, the foreign-population, the foreign-
born population increasedborn population increased
from 4.7 percent in 1970 tofrom 4.7 percent in 1970 to
6.2 percent in 1980, to 7.96.2 percent in 1980, to 7.9
percent in 1990, and to anpercent in 1990, and to an
estimated 9.7 percent inestimated 9.7 percent in
1997.1997.
 US Census Bureau, HistoryUS Census Bureau, History (click(click
on “US Census Bureau” for 2000)on “US Census Bureau” for 2000)
 The Foreign Born Population:The Foreign Born Population:
Census 2000Census 2000
 US Census Browser (U of VA)US Census Browser (U of VA)
 Immigration Explorer Interactive MapImmigration Explorer Interactive Map
 Genesee County Department of HistorGenesee County Department of Histor
 Orleans County Census InformationOrleans County Census Information
 Social Explorer MapsSocial Explorer Maps (subscribe)(subscribe)

18. New York State Archives, Legacies Project
Polish-American Heritage in WNY
Local Legacies Project (LOC)
American Folklife Center (SI)

19.  When immigrants and refugees leave their homelands,When immigrants and refugees leave their homelands,
they take with them a way of life—rich customs andthey take with them a way of life—rich customs and
traditions that sometimes become part of to the culturaltraditions that sometimes become part of to the cultural
fabric of their new countries. Over time, America hasfabric of their new countries. Over time, America has
soaked up the cultures of its immigrant populations andsoaked up the cultures of its immigrant populations and
has spun them into a uniquely American tapestry.has spun them into a uniquely American tapestry.
Sample some of theSample some of the artart,, foodfood,, musicmusic andand wordswords
brought to the United States from the homelands ofbrought to the United States from the homelands of
the people featured in The New Americans.the people featured in The New Americans.
Value of Heritage
Projects:
Makes new learning
interesting
Educates people about other
cultures
Shows relationship of people
to each other in society
Inspires community
involvement
Provides orientation for
visitors to local area
Traces and documents growth
of a community
Generates communications
around topic of “heritage”
Simple to assemble and
disseminate
Highly visible and easily
accessible
Rely on local resources and
talents
Inspire creativity!!

20. Folk Art ValuesFolk Art Values
 Keeping Traditions Alive: Some artists and their communities place high value onSome artists and their communities place high value on
adhering to family or group traditions, preserving them—and the way of life theyadhering to family or group traditions, preserving them—and the way of life they
represent—for the next generation.represent—for the next generation.
 Making it Useful: Some artists and their communities place high value on theSome artists and their communities place high value on the
usefulness of the objects they create. The design, materials, and execution all contributeusefulness of the objects they create. The design, materials, and execution all contribute
to its function, an important aspect of the "aesthetic" in such things as folk furniture,to its function, an important aspect of the "aesthetic" in such things as folk furniture,
utensils, and crafts.utensils, and crafts.
 Keeping Connected: Reinforcing a close identification with a group to which theyReinforcing a close identification with a group to which they
currently belong is the ambition of many folk artists. They may create objects for use bycurrently belong is the ambition of many folk artists. They may create objects for use by
members of the group or to sustain outsiders' views of the group and its traditions.members of the group or to sustain outsiders' views of the group and its traditions.
 Re-creating Memories: An artist’s ability to recreate memories of shared groupAn artist’s ability to recreate memories of shared group
experiences is often personal but highly desired and encouraged by his or her group.experiences is often personal but highly desired and encouraged by his or her group.
 Sustaining the Spirit: Some artists place great value on objects that are used asSome artists place great value on objects that are used as
integral parts of religious ritual or that hold special religious meaning for the audience.integral parts of religious ritual or that hold special religious meaning for the audience.
 Being Creative: The ability to innovate within tradition is an attribute strongly admiredThe ability to innovate within tradition is an attribute strongly admired
in the shared group expressions of some folk communities. Resourceful use of found orin the shared group expressions of some folk communities. Resourceful use of found or
recycled materials is a challenge many contemporary folk artists relish.recycled materials is a challenge many contemporary folk artists relish.
– ——Varick Chittenden, Exhibit Curator. From the brochure of the folk arts exhibition,Varick Chittenden, Exhibit Curator. From the brochure of the folk arts exhibition, Out of the OrdinaryOut of the Ordinaryproduced by Galleryproduced by Gallery
Association of New York State (1995).Association of New York State (1995).

21. New York Folklore Society
WNY Heritage Press

22. You, Whoever You Are
You, whoever you are!...
All you continentals of Asia, Africa, Europe, Australia, indifferent of
place!
All you on the numberless islands of the archipelagoes of the sea!
All you of centuries hence when you listen to me!
All you each and everywhere whom I specify not, but include just the
same!
Health to you! good will to you all, from me and America sent!
Each of us is inevitable,
Each of us is limitless—each of us with his or her right upon the earth,
Each of us allow'd the eternal purports of the earth,
Each of us here as divinely as any is here.
Walt Whitman
Immigration (LOC)