Alabama Social Studies SS24.US1.17c
The Standard
- SS24.US1.17
- Analyze the push and pull factors contributing to the rapid growth of cities in the United States during the late nineteenth and early twentieth centuries.
Investigate and recount the experiences of immigrant communities in urban America, including patterns of settlement, cultural assimilation, and origins of migration.
2024 Alabama Course of Study: Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Explain why immigrants left their home countries and why they settled in particular city neighborhoods. Use maps and personal accounts to describe how they adapted while keeping some traditions.
What Mastery Looks Like
- Given a neighborhood map and an immigrant account, a student can identify a reason for migration and explain a settlement choice. They can name a change in daily life without assuming the person gave up their home language or customs.
Common Misconceptions
- Students may assume all immigrants came from Europe or settled in New York. They may also think learning English meant giving up family traditions right away.
How to Assess It
- Exit ticket: Read, “In 1905, Rosa left southern Italy after losing farm work, settled near Italian-speaking neighbors in New York, and learned English at night school.” Name her reason for leaving, a reason for her neighborhood choice, and one way she adapted.
Lesson moves
Ways to Teach It
Give pairs a 1900 New York neighborhood map and cards labeled synagogue, garment shop, and tenement; have them place the cards and explain a cluster.
Read an excerpt from Mary Antin's The Promised Land and ask, “Which parts of her life changed, and which stayed familiar?”
Sort cards labeled crop failure, factory jobs, relatives nearby, and English class into migration, settlement, or adaptation; compare choices with a partner.
Compare a local library's English-class listing with a 1900s immigrant night-school account; name one need both address.
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