Using Deliberative Techniques to Teach United States History

By Eleanora Von Dehsen; Nancy Claxton | Go to book overview

11. Immigration

INSTRUCTIONAL OBJECTIVES
Students will be able to:
Assess the challenges, opportunities, and contributions of different immigrant groups
Understand the impact of nativism, race, and religion on immigration
Describe key trends in U.S. immigration policy and analyze the forces behind them

DESCRIPTION
Students will work in groups to research the experience of four immigrant groups: Irish in the 1840s, Protestant Germans in 1848, Russian Jews in the 1890s, and Chinese in the 1920s. The students will then engage in historical role-play as they share their experience with members of the other groups.
TIME
60 minutes
MATERIALS
The New Colossus (copy for each student) Timeline of Immigration Policy (copy for each student) Our Immigrant Experience (copy for each student)
PREPARATION
Reserve the computer lab.
CLASS LAYOUT AND GROUPING OF STUDENTS
Student will work in specific “immigrant” groups in the computer lab and will reassemble in groups for the role-play and discussion.
PROCEDURE
1. Distribute “The New Colossus.” Explain that Emma Lazarus wrote this poem as a donation for an auction to raise money for the construction of the pedestal of the Statue of Liberty. The statue, whose formal name is “Liberty Enlightening the World,” was originally given

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