Through viewing and discussion of the video and investigation of the Web resources, students will develop a deeper understanding of rationing and the mathematics needed in a WWII household.
The New Deal programs and agencies, created under the leadership of Franklin Delano Roosevelt, had a powerful impact on the relationship of government to the people of the United States. Yet a study of New Deal programs often leaves the student with a disconnected list of 'alphabet soup' programs and no real grasp of the impact of the New Deal.
This lesson takes a student through a process of examining primary sources, both photographs and life histories, to develop a sense of the profound impact the Great Depression had on real people’s lives. Then after studying New Deal Programs, students apply what they’ve learned to improve the situations of those people, whose life history interviews they have read. They synthesize the information gathered into an essay which has both an expository and a creative component.
For 10th grade students.
Starting with the Gold Rush, Chinese migrated to California and other regions of the United States in search of work. As several photographs show, many Chinese found work in the gold mines and on the railroads. They accepted $32.50 a month to work on the Union Pacific in Wyoming in 1870 for the same job that paid white workers $52 a month. This led to deep resentment by the whites, who felt the Chinese were competing unfairly for jobs. White labor unions blamed the Chinese for lower wages and lack of jobs, and anti-Chinese feelings grew. The cartoon "You Know How It Is Yourself" expresses this sentiment. Several political cartoons in this topic are graphic representations of racism and conflicts between whites and Chinese. "Won't They Remain Here in Spite of the New Constitution?" shows a demonized figure of political corruption protecting Chinese cheap labor, dirty politicians, capital, and financiers. "The Tables Turned" shows Denis Kearney (head of the Workingman's Party of California, a union that had criticized Chinese laborers) in jail, being taunted by Chinese men. In 1880, President Rutherford B. Hayes signed the Chinese Exclusion Treaty, which placed strict limitations on the number of Chinese allowed to enter the United States and the number allowed to become naturalized citizens. In 1882, Congress passed the Chinese Exclusion Act, which prohibited immigration from China (The Act was not repealed until 1943). The two-part cartoon from the July-December 1882 issue of The Wasp reflects how some citizens saw the situation. After the Act was passed, anti-Chinese violence increased. One illustration depicts the Rock Springs Massacre of 1885, a Wyoming race riot in which 28 Chinese were killed by British and Swedish miners. The "Certificate of Residence" document illustrates that Chinese individuals were required to prove their residence in the United States prior to the passage of the Exclusion Act. The poster offering a reward for Wong Yuk, a Chinese man, makes it clear that the United States was actively deporting Chinese. Despite discrimination and prejudice, this first wave of immigrants established thriving communities. Photographs taken in San Francisco's Chinatown show prosperous businesses, such as the "Chinese Butcher and Grocery Shop." Wealthy merchants formed active business associations, represented by the image "Officers of the Chinese Six Companies." The Chinese celebrated their heritage by holding cultural festivals, as shown in the photograph from 1896. The photographs "Children of High Class," "Golden Gate Park," and "Chinese Passengers on Ferry" are evidence that some Chinese adopted Western-style clothing while others wore more traditional attire.
By reading and rereading the passage closely combined with classroom discussion about it, students will explore the historical truths related to poverty, city construction, and city services that led to the disaster. In this reading, students learn about historical disasters, but they may not fully comprehend causes or how human actions, nature, or even luck contributed to them, rendering history a flat subject to be memorized rather than explored. When combined with writing about the passage and teacher feedback, students will better understand the dangers inherent in cities and the government role in mitigating that danger. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students.
In 1918 and 1919 the Spanish influenza killed more humans than any other disease in a similar period in the history of the world. In the United States a quarter of the population (25 million people or more) contracted the flu; 550,000 died. In the early 1980s, when historian Charles Hardy did interviews for the Philadelphia radio program "The Influenza Pandemic of 1918," he was struck by the painful memories as many older Philadelphians recalled the inability of the city to care for the dead and dying. In these excerpts from Hardy's radio program, Clifford Adams, an African American from the South; Anna Lavin, a Jewish immigrant; Anne Van Dyke and Elizabeth Struchesky; and Louise Abruchezze, an Italian immigrant, discussed their shared experience in Philadelphia--shocked by the scale of the influenza outbreak, none could fathom the lack of respect shown for those who had died.
In 1918 the Spanish influenza hit the United States and then the rest of the world with such swiftness that it sometimes went unnoticed until it had already passed. By mid-1919 it had killed more people than any other disease in a similar period in the history of the world. Kentucky coal miner Teamus Bartley was interviewed at ninety-five years of age and vividly recalled the impact of the flu pandemic on his community. With a dearth of healthy laborers, the mines shut down for six weeks in 1918 and miners went from digging coal to digging graves.
