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UE: HTY 110HA: Immigration: The Changing Face of America: Course Topics and Modules

This is University Exploration that explores the history of immigration process in America

Module Instructions

Welcome to the course Modules  ! 

This section of your lib guide will provide each student with access to the modules for the course . Each Module Tab contains Video Links and instuctions for that specific module. Beneath each box there is a powerpoint and module instruction document . 

Module 1 -The Immigration Process

 

Study U.S. Map

 Study the United States Map. Be familiar with the location of all states in the United States

http://lizardpoint.com/geography/usa-quiz.php

 

NBC Learn Videos and Study Question

Watch these videos and identify what help was made available to immigrants as they attempted to adjust to life in America. 

 

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1664 Immigrants Move to American Cities, 1966 (Original Footage)

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1389  Jane Addams and Hull House

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=737 Americans Embrace Diverse Communities, 2006  (Ethnic Enclaves in Minnesota)

 

Module 2 -Early European Immigration

Using information from the readings and from the video link below, explain the relationship between immigration and the Homestead Act.

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1410

 

 Using information from the Immigrant Struggles reading and the video below, explain in detail the complex role of the potato as a Push Factor for Irish immigration to America.

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1780

 

NBC Learn Videos and Study Questions

 

 

The first wave of immigration

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1506

 

Liverpool as port from which people emigrated to the United States

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1585

 

German Immigration

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=4759

 

America’s first Kindergarten

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1862

 

Irish Immigrants depend on the Catholic Church

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1659

 

City Problems and Machine Politics

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1418

 

Module 3- Late 19th – Early 20th Century European Immigration

View this Triangle Shirtwaist Fire film from PBS American Experience (1 hour). Be able to explain the relationship between this tragedy and immigrant life.

http://www.pbs.org/wgbh/americanexperience/films/triangle/

 

Song

 

Listen to this song:

 

“Don’t Bite the Hand that’s Feeding You”

http://memory.loc.gov/mbrs/edrs/50357r.wav

 

Follow this link to see the lyrics to the song

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/sheetmusic.pdf

 

What message is this song is trying to convey?

 

Geography Practice

 

Study the Eastern European map. Learn the location of all Eastern European countries 

 

http://www.lizardpoint.com/geography/europe-eastern-quiz.php

 

Module 4- Asian Immigration

Watch this NBC Learn Video to help with preparing for this module’s quiz.

 Chinese Exclusion Act

Use this link to study the terms to prepare for the Module 4 quiz

 

Submit Assignment

1.  Watch this film and read this account, then respond to the writing prompt.

 Film

Angel Island Immigration Station Video “Discovering Angel Island”

http://www.kqed.org/w/pacificlink/history/angelisland/video/

 

Read

 (Part 1 and Part 2) of a family torn apart by the Chinese Exclusion Act

“An Alleged Wife: One Immigrant in the Chinese Exclusion Era” National Archives.
By Robert Barde

 

Provide specific examples from the film and the reading of how Chinese immigrants and Chinese Americans

were personally affected by the Chinese Exclusion Act and the Angel Island immigration experience.

(Learning Outcomes 2 & 4/ Module Objective 3)

 Watch this film

     U.S. Government Japanese Internment Film (U.S. Office of War, 1943)

 

Answer the following questions

Ø  Who is the intended audience for this film?

Ø  What central message is the film trying to convey to its audience?

Ø  Do you think this film served as an effective propaganda tool for the U.S. Government to gain the support of Americans for the process of Japanese Internment? Why or why not?

Ø  What do you think Japanese Americans from that time period would have thought of this film?

Module 5 -African Forced Immigration and African-American Migration

                                                                       Read

       African Immigration and African American Migration Overview (Library of Congress)

http://www.loc.gov/teachers/classroommaterials/presentations

andactivities/presentations/immigration/alt/african.html

 

                                   Farewell, We’re Good and Gone  by Carol Marks

                                         Ch. 2 (p. 19-32) “The Great Migration”

                 http://www.inmotionaame.org/texts/viewer.cfm?id=8_001T&page=TITLE

Select “Chapter 2, The Great Migration” from the drop down menu at the top.

Or Select p. 19 from “jump to page” drop down menu.

 

 


Other Great Migration readings, maps, photos, and resources can be found via this link to "The African American Mosaic"

http://www.loc.gov/exhibits/african/afam011.html

 

Post responses to at least two classmates

Submit Assignment

         Watch the following videos. Then, in a detailed paragraph or in list form, or with a chart or diagram, explain the Push Factors for black southern migrants to the North.

 

(Learning Outcome 4  /  Module Objective 2   )

Black Codes

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=454

 

 

Black Labor in the Post-Civil War South

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=605

 

Sharecropping in the Post-Civil War South

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=4459

 

Whites Unleash Vengeance at Lynch Mobs

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=496

 

Lynch Mobs

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=555

 

 

       Read this poem and answer the following questions with one or two sentences.

·         Why is the title of this poem significant?

·         What is the mood of the poem?

·         What Push and Pull factors are mentioned in the poem?

 

(Learning Outcome 4   /  Module Objective 2 )

 

For Mother and Dad

 

It is true we love de South all right,

But , yes we love God too.

An’ when he comes ter help us out,

What’s left for us ter do?

 

Den comes de North and wages high,

Saying, come on up de horn,

An’ den you think we’ll stay down here?

“Not us” – Good bye,we’re gone.

An’ let one race have all the South,

Where color lines are drawn,

For “Hagar’s Child” done [stem] de tide

Farewell – we’re good and gone.

 

Author unknown

 

Watch these NBC Learn Videos to prepare for the module 7 exam

 

 

Slave Castle in Ghana, 2009

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=44696

 

 

Triangular Trade

 

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard= highered 5075

 

Slavery Station in Dakar, Senegal and the Slave Trade

 

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=289

 

From Servitude to Slavery

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=375

Question:  What were the Slave Codes?

 

 

The Great Migration

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=6222

 

Field to Factory: A tribute to the Black Migration

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=4901

 

Urban Tensions Grow during WWI

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=5128

 

Boley, Oklahoma, a Black Town.

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=5325

 

Submit Essay

(Learning Outcomes 2,4    /  Module Objective 3   )

Module 6- Mexican American Immigration

Assignment Overview: Use the table below to present a first glance to the assignment content and due dates. You can replace the examples below with your own content.

 

 

 

Read

Immigration, Ch. 9

Immigrant Struggles, Immigrant Gifts

·         Mexican Americans, begins p. 193-200

 

Mexican Immigration Overview (Library of Congress)

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/

presentations/immigration/alt/mexican.html

 

Reading Focus/Study Questions

 

Immigrant Struggles reading questions

Ø  What were the stipulations of Proposition 187?

Ø  Why was Proposition 187 struck down?

Ø  How and when did large-scale Mexican immigration begin?

Ø  What did the U.S. want from Mexican immigrants?

Ø  How long did Mexican migrants flow freely across the U.S. border?

Ø  What was the role of labor recruiters in early Mexican migration?

Ø  What was the Bracero Program and how long was it in operation?

Ø  Why was the Bracero Program terminated?

Ø  Why did the termination of the Bracero Program have little effect on Mexican migration to the U.S.?

Ø  How did the Immigration and Nationality Act affect Western Hemisphere migration?

Ø  What was the role of family members and friends in the U.S. for facilitating Mexican migration to America and for settlement patterns once migrants arrived?

Ø  How many migrants gained permanent legal residency as a result of IRCA? How many of these were Mexican?

Ø  What has been the contribution of Mexican labor to the U.S.?

Ø  Do illegal immigrants pay taxes and how are these collected?

Ø  In what kinds of work are most Mexican immigrants engaged?

 

Mexican Immigration Overview (Library of Congress) reading questions

Ø  What was the Treaty of Guadalupe Hidalgo, when was it signed and what were its stipulations?

Ø  What was the Gadsen Purchase, when did it take place and what were its stipulations?

Ø  How did the Treaty of Guadalupe Hidalgo affect the citizenship status of Mexicans living in the territory that became a new part of the U.S.?

Ø  What is a corrido and what was its significance to the border regions of the U.S. and Mexico?

Ø  When was the first great surge of Mexican immigration and what were the Push and Pull factors associated with this surge?

Ø  What city is called the Mexican Ellis Island and why?

Ø  Why was Mexican immigration not necessarily a one-time journey?

Ø  Why did Mexican immigrants often temporarily return to Mexico?

Ø  What evidence showed that the Mexican American community was being noticed by Americans during the early 20th century?

Ø  Why did deportations of Mexican Americans increase during the Great Depression of the 1930s?

Ø  What role did Railroads play in the settlement patterns of Mexican Americans?

Ø  What facilitated the movement of Mexican Americans from rural areas to large cities?

Ø  What was the Bracero Program and why was there a need for it?

Ø  When did the Bracero Program finally end?

Ø  How many Mexican workers were encouraged to cross the border into the U.S. as a result of the Bracero Program?

Ø  How many Mexican immigrants were deported during the period after WWII?

Ø  What are the characteristics of the third great surge of Mexican immigration to the U.S.?

 

Immigration Reading Questions

 

Ø  What role did the Mexican Revolution play in Mexican immigration to the U.S.?

Ø  Why was Mexico excluded from the 1929 National Origins Plan?

 

 

View the Audio Visual Presentation (AVP)

 

Post initial response to the discussion question

 

·         Click on this link and watch this video about U.S.-born children who are left behind when their illegal parents are deported.

                http://highered.nbclearn.com/portal/site/HigherEd      /browse?cuecard=44413

            Is this a fair policy? Why or Why not?           What possible solutions can there be to          address this problem?

(Learning Outcomes 2,4,5 / Module Objectives 2, 4)   

 

·         We can learn much about the lives and cultural values of a people through their music. What types of music today tell stories about difficult times and colorful characters, like the corridos did? Why does music make such a wonderful vehicle for telling the stories of a people?

(Learning Outcome 4 / Module Objective 2  )

 

·         When compared to European and Asian immigration, is the Mexican immigrant experience unique? Why or why not?

 

(Learning Outcomes 2, 4 / Module Objectives 2,3,4  )

 

 

Module 7- Race and Politics: Caribbean Immigration and Refugee Policy

Read

Immigrant Struggles, Immigrant Gifts

·       Refugees, begins p. 159

·       Black West Indians, begins p. 177

Cuban and Puerto Rican Immigration Overview (Library of Congress)

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/alt/cuban.html

View the Audio Visual Presentation (AVP)

 

 

Assignment

(Learning Outcome 3  / Module Objective 4 )

Review the information and guidelines for the presentation that is due in module 8 (Include link to presentation guidelines here)

 

To prepare for the module 8 presentation submit your chosen immigrant or refugee group for the presentation. This submission must include the following information:

 

 

1.    Chosen immigrant or refugee group (Cannot be any of the following already covered extensively within the modules: Irish, German, Jewish, or Chinese)

 

2.    5 internet sites and/or articles that you have found to locate the necessary information about your chosen group.

 

·       Include a summary about each source that explains the information available from the source

o   Summaries for articles must include

§  Title and date of the article

§  The author

§  Where you found the article (which database or ebook)

§  A few sentences explaining what information you found (or expect to find) in each article.

 

o   Summaries for websites

 

§  Websites should end in .org or .edu or .gov in order for you to obtain the most reliable information

§  The URL for the website

§  A few sentences explaining what information you found (or expect to find) in each article.

 

 

Post initial response to the discussion question

(Learning Outcomes 4, 5 / Module Objective 6)

 

·       Should America provide a safe refuge for immigrants in danger in their home countries (refugees)? Why or why not?

·       Should Puerto Rico become the 51st U.S. state? Why or why not?

·       Why has there been a difference in the reception of the first and second waves of immigrants from Cuba?

Post responses to at least two classmates

 

(Learning Outcome 1 / Module Objective 1)

 

Geography Practice: the Caribbean

http://www.lizardpoint.com/geography/caribbean-quiz.php

 

Learn the locations of the following Caribbean Islands

 

Bahamas

Cuba

Haiti

Dominican Republic

Jamaica

Puerto Rico

Trinidad and Tobago

Barbados

 

Geography Practice: Southeast Asia

http://www.yourchildlearns.com/online-atlas/southeast-asia-map.htm

 

http://www.maps.com/games/seasia.aspx

 

Learn the locations of the following Southeast Asian Countries:

 

Vietnam

Laos

Cambodia

Thailand

Myanmar (Burma)

 

 

Complete Exam

(Learning Outcomes 1,2, 4  / Module Objectives 1,2, 3, 5)

 

Module 8- Muslim Americans and Post 9/11 Immigration

Read

Immigrant Struggles, Immigrant Gifts

·              Muslim Americans, begins p. 211

View the Audio Visual Presentation (AVP)

 

Assignment

 

1.     Click this link to familiarize yourself with the map of the Middle East. Then answer the questions http://commons.wikimedia.org/wiki/File:Middle-East-map.gif

·       Which countries border Saudi Arabia?

·       Which bodies of water border Saudi Arabia?

·       Which countries are across the Red Sea to the west of Saudi Arabia?

·       Which countries are across the Persian Gulf to the east of Saudi Arabia?

·       Which countries border Afghanistan?

·       Which countries border Syria?

(Learning Outcome 1  /  Module Objective 1 )

 

 

2.     After completing the readings for this module and watching these videos, answer the following question (paragraph, list, chart, drawing, or graph form):

 

·       What unique challenges do Muslims face in America?

(Learning Outcomes 3, 4  /  Module Objective 2 )

 

 

Arabs Face Increased Racism After 9/11

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=669

 

Muslims in America Face Suspicion and Prejudice

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=680

 

Muslims Are Victims of Hate Crimes After September 11th

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1280

 

Oklahoma Fights Stereotypes after 9/11

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=3242

 

Plan for Mosque at Ground Zero is Met with Protests

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=49869

 

Muslims in America Face Suspicion and Prejudice

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=680

 

Many Arabs Feel They Are Victims of Racial Profiling at Airports

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=825

 

Swearing In of Muslim Congressman Sparks Controversy

http://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=34637

 

Post initial response to the discussion question

(Learning Outcomes 3, 4 /  Module Objectives 2, 3  )

 

 

·       Does America need immigrants in society today? Why or why not? Think about the ways immigrants contribute to society. Are there negative effects related to immigration? Do the benefits of immigration outweigh the negatives? Why or why not?

·       Should the United States apply different immigration policy toward particular immigrant groups? Why or why not?

·       Why is it so difficult for many Americans to separate Islamic terrorists and extremists from Muslims in general?

·       What is the American Civil Liberties Union? Why might this group have occasion to be associated with Muslim Americans?

·       What groups and practices in the United States can be compared to the belief systems and tactics of Islamic extremists?

Post responses to at least two classmates

 

Submit Presentation

(Learning Outcomes 1, 2, 3, 4, 5 /  Module Objectives 1, 2, 3  )

 

 

The Great Migration (African Americans

Great Migration Poem

Mother and Dad

 

It is true we love de South all right,

But , yes we love God too.

An’ when he comes ter help us out,

What’s left for us ter do?

 

Den comes de North and wages high,

Saying, come on up de horn,

An’ den you think we’ll stay down here?

“Not us” – Good bye,we’re gone.

 

An’ let one race have all the South,

Where color lines are drawn,

For “Hagar’s Child” done [stem] de tide

Farewell – we’re good and gone.