About This Lesson
SOCIAL STUDIES – Learn about Italian Immigration to Providence.
Learning Objectives:
- By learning about Italian immigration to Providence, students will understand push and pull factors in immigration.
- Students will be able to identify how legislation can affect immigration to the United States.
- Students will view a local example of an Italian immigrant, and learn about his life in Providence through primary sources.
Education Standards
New RI Social Studies Standards:
HIGH SCHOOL – Inquiry Topic 1: Transformations of the Late 19th Century
- SSHS.USII.1.4: Second-wave immigration to the United States
Guiding Questions for Instruction:
- Who were the main immigrant groups in the late 19th century?
- How did the federal government manage immigration?
- What conditions did immigrants to the United States face in the late 19th century?
- How are immigration, urbanization, and industrialization linked?
- Why did ethnic neighborhoods emerge in cities and what benefits did those ethnic neighborhoods offer immigrants?
Learning Assessment Objectives: Students demonstrate an ability to:
- Analyze the similarities and differences in the backgrounds, cultures, and lived experiences of U.S. immigrants after the Civil War (e.g., those from Italy, Poland, Russia, Portugal, Greece, Armenia, China, Japan, Korea, Punjab, Bengal, India, Mexico)
- Analyze the policies and practices of the U.S. government toward immigration (e.g., Chinese Exclusion Act 1882, Alien Land Act 1913, Immigration Act of 1924), and argue who benefited from those policies and practices
- Analyze the relationships among immigration, urbanization, and industrialization, and argue the impacts of those relationships
- Analyze the patterns of immigration and urbanization during the late 19th century, and explain the formations of ethnic neighborhoods in cities and their benefits
- CCSS.ELA-LITERACY.RH.9-10.3 – Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-LITERACY.RH.11-12.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- CCSS.ELA-LITERACY.RH.11-12.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- CCSS.ELA-LITERACY.RH.11-12.9 – Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
