Indiana Social Studies USH.3.5
The Standard
Describe the experiences of migrants from Europe, Asia, and the southern United States as they encountered and interacted with their new communities.
2026 Indiana Academic Standards: K-12 Social Studies · Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop historical thinking and research skills using primary and secondary sources to explore topical issues to understand the cause for changes in the nation over time.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why people moved from Europe, Asia, and the southern United States to new communities in the early 1900s. They describe the jobs, housing, and treatment migrants found. They compare experiences without treating all migrants alike.
What Mastery Looks Like
- A student can explain why an Italian immigrant, a Japanese immigrant, and a Black southerner might move. They can describe a challenge each faced and use a source to support the comparison.
Common Misconceptions
- Students may assume every migrant crossed an ocean or entered through Ellis Island. They may think moving north ended racial discrimination, or that Asian and European arrivals faced the same entry rules.
How to Assess It
- On an exit ticket, ask: In the early 1900s, why might someone move from Italy, Japan, or Mississippi, and what challenge might each person face after arriving?
Lesson moves
Ways to Teach It
On a blank map, draw routes from Italy, Japan, and Mississippi to New York, California, and Chicago; label one barrier at each destination.
After reading an Angel Island poem and a Chicago Defender migration letter, write two ways officials or neighbors treated the newcomers differently.
Pairs sort tenement, Angel Island detention, Chicago packinghouse, and garment factory cards by migrant group, then explain one card that fits two groups.
Compare a local library English class flyer with a 1900s Italian newcomer's language barrier; name one need the flyer addresses.
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Related Standards
- 4.G.7
Identify migration patterns into and out of the state and explain how they contributed to the early development and cultural structures of communities.
- GHW.3.3
Analyze the changes in population characteristics and physical and human environments that resulted from the migration of peoples within, between, and among wor...
- 4.G.8
Identify historical perspectives about Native Americans, Africans, early settlers, and other immigrant groups.
- 7.G.8
Explain how ethnocentrism influenced the way different groups in Africa, Asia, and the Southwest Pacific interacted and treated one another.
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