Immigration



1 __Twelve hours__ a day, there’s no reason I have no say, nor do my children 2 We stand today, against indifference For __better pay__, __despite resistance__ 3 We will not give in, not this time There is nothing left, but our pride 4 The day has come, for our inclusion We have the right to __form a union__ 5 The Civil War has finally ended The __working class has ascended__ 6 We will not give in, not this time We have to prevent our decline 7 The movement unfolds, as unions surface __We can’t unite__, in common purpose 8 __Soldiers shoot at us__ with their rifles Innocents die, but not their struggle 9 We will not give in, n ﻿ ot this time We cannot forget those who’ve died After the students have reviewed the nine short verses, ask them to make a list of issues that workers had, including concerns they had about resistance they were facing. Underlined words/phrases can be used to focus student work; for example, “the working class has ascended” refers to the dramatic increase in the number of factory workers – from 1.5 million in 1861 to 3.5 million by 1900. Students can refer to their text to locate information that expands on the issues they identify. Use the internet to find proof of the underlined words.
 * 1) Analyze lyrics to the following song to students. Its title is and it was one of the most popular labor movement songs of the late 19th century.

2. Use the text or internet to identify Progressive governmental reforms and their effects.

** Progressive Governmental Reforms **
 * ** Reform ** ||  ** Effects **  ||
 * primary elections ||  ||
 * initiative ||  ||
 * referendum ||  ||
 * recall elections ||  ||
 * secret ballot ||  ||
 * women’s suffrage ||  ||
 * city manager form of government ||  ||
 * commission form of government ||  ||

3. Have students investigate the beliefs and actions of **Booker T. Washington**, **W.E.B. DuBois**, and **Marcus Garvey**. Have them create a graphic organizer that illustrates the recommendations made and actions taken by the three men to address racial inequality in America.

4. Describe the causes, patterns, and contributions of immigration in the late 19th - early 20th century. Push Pull Patterns (Where did the different ethnic groups settle?) Contributions (What did they add to "American") (What did each group add to the definition of "American"

5. Memorize this chart.

