Immigration Argumentative Essay on - Dave’s Links

Argumentative Essay on Immigration

Argumentative Essay on Immigration

by Dave A. Forrest, Lizzie E. Clark, Alida Lombardi, and Michael B. Isenberg

As the 19th century progressed and through the first two decades of the 20th century, America was becoming more of an "immigrant nation". In large part, immigrants coming to America were motivated by hopes of a better life in a land of opportunity. For some, what they experienced often differed from their expectations. They faced challenges in many areas including

limited economic opportunities

difficult living conditions in the cities

legal and social discrimination.

In this module students will analyze primary source documents and graphs to write an argumentative essay on immigration. Students will analyze to what extent was the United States a land of opportunities for immigrants.

Lessons

1. Introduction to Immigration Quick Write 2. Immigration PPT 3. Immigrant Group Poster Presentations 4. Ellis Island Interactive Tour 5. Analyzing Political Cartoons 6. Chinese Exclusion Act Writing Activity 7. Ellis Island vs. Angel Island Writing Activity 8. Document Analysis Worksheet (essay prep) 9. Prior Knowledge Activity (essay prep) 10. Argumentative Essay on Immigration 11. Student Work Samples

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Argumentative Essay on Immigration

GRADES

11

DISCIPLINE

Social Studies

COURSE

US History

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Argumentative Essay on Immigration

Section 1: What Task?

Teaching Task

Task Template 2 - Argumentation To what extent was the US a land of opportunity for immigrants? After reading six primary sources and graphs on immigration, write an essay in which you address the question and argue to what extent the US was a land of opportunity for immigrants.. Support your position with evidence from the text(s).

Standards CCSS

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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.

RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH.11-12.10

By the end of grade 12, read and comprehend history/social studies texts in the grades 11--CCR text complexity band independently and proficiently.

WHST.11-12.1

Write arguments focused on discipline-specific content.

WHST.11-12.1.a

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

WHST.11-12.1.b

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Argumentative Essay on Immigration

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

WHST.11-12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.11-12.1.e

Provide a concluding statement or section that follows from or supports the argument presented.

WHST.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection, and research.

WHST.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

California

History-Social Science Content Standards for California Public Schools, Kindergarten Through

Grade Twelve

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Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

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Argumentative Essay on Immigration

Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

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Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

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Trace the effect of the Americanization movement.

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Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

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Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

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Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

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Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

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Examine the effect of political programs and activities of Populists.

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Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

Texts

Immigration and Business Graph

Immigration Line Graph

Immigration Essay Prompt and Documents Documents

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