Journey to Freedom: The Immigrant Experience

Journey to Freedom: The Immigrant ExperienceINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6SECTION 1INTRODUCING JOURNEY TO FREEDOM: THE IMMIGRANT EXPERIENCEThemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11SECTION 2PREPARATION FOR VIEWINGIntroduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14SECTION 3AFTER VIEWING THE PROGRAMSuggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Immigration Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Natural Disasters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Critical Thinking: Chinese Exclusion Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Packet Ships Versus Steamships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Critical Thinking: Immigration Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Checking Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26SECTION 4ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .28ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291

© Copyright 1998 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMSMultimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all ofthe instructional and pedagogical resources available to develop and distribute educational programsin film, videocassette, laserdisc, CD-ROM and CD-i formats.Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:AIMS Multimedia1-800-FOR-AIMS1-800-367-24672© Copyright 1998 AIMS Multimedia

Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehensiveteaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor specificactivities to meet all of your classroomneeds.© Copyright 1998 AIMS Multimedia3

RATIONALEIn today’s classrooms, educational pedagogyis often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate students’thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judgmentor formulating an opinion).The AIMS Teaching Module is designedto facilitate these intellectual capabilities,AND to integrate classroom experiencesand assimilation of learningwith the students’ life experiences, realities,and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abilityto use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emotionaldiversities.4© Copyright 1998 AIMS Multimedia

FEATURESINTRODUCING EACH ATMSECTION 2Your AIMS Teaching Module isdesigned to accompany a video programwritten and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these components:ThemesThe Major Theme tells how this AIMSTeaching Module is keyed into the curriculum.Related Themes offer suggestionsfor interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.OverviewThe Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.ObjectivesThe ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.6© Copyright 1998 AIMS Multimedia

PREPARATION FOR VIEWINGSECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.Introduction To The ProgramIntroduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.Discussion IdeasDiscussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participation.Encourage your students to participateat the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.AFTER VIEWING THEPROGRAMSECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, providereinforcement, assess comprehensionskills, or provide hands-onand in-depth extended study of thetopic.Introduction To VocabularyFocusIntroduction to Vocabulary is areview of language used in the program:words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including limitedEnglish proficiency learners, willhave full understanding of the languageusage in the content of the program.Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.Jump Right InJump Right In provides abbreviatedinstructions for quick management ofthe program.© Copyright 1998 AIMS Multimedia7

SUGGESTEDACTIVITIESThe Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students completeindependently, in pairs, or insmall work groups after they haveviewed the program. To accommodateyour range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:Meeting IndividualNeedsThese activities are designed to aid inclassroom continuity. Reluctant learnersand learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp contentmeaning.MATHCurriculumConnectionsMany of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.Critical ThinkingCritical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and formulatepossible solutions, draw conclusions,discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.Cultural DiversityEach AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other countries,customs, and language.Hands OnThese are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.WritingEvery AIMS Teaching Module willcontain an activity designed for studentsto use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the connectionbetween what they are learningin this unit and how it applies toother content areas.In The NewsroomEach AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the classroomand how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.Extended ActivitiesThese activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own questions,or apply what they havelearned to other media or contentareas.Link to the WorldThese activities offer ideas for connectinglearners’ classroom activitiesto their community and the rest of theworld.Culminating ActivityTo wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.8© Copyright 1998 AIMS Multimedia

VOCABULARYEvery ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.CHECKINGCOMPREHENSIONChecking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writtenanswers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.CONSUMABLEACTIVITIESThe AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.CHECKINGVOCABULARYThe Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a differentcontext.TESTThe AIMS Teaching Module Test permitsyou to assess students’ understandingof what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.© Copyright 1998 AIMS Multimedia9

ADDITIONALAIMS MULTIMEDIAPROGRAMSAfter you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.ADDITIONAL READINGSUGGESTIONSAIMS offers a carefully researched list ofother resources that you and your studentsmay find rewarding.ANSWER KEYReproduces tests and work pages withanswers marked.10© Copyright 1998 AIMS Multimedia

Journey to Freedom: The Immigrant ExperienceTHEMESThe major themes in Journey toFreedom: The Immigrant Experienceare movements of people, regions ofthe world, causes and effects ofimmigration, how immigrationchanged the United States, andconflicts and resolutions. Relatedthemes include the interaction ofpeople with their environment andthe physical change of land.OVERVIEWThe United States is a nation of immigrants,who came to this country forpolitical, economic, or social reasons.Some came because of disasters intheir homeland; others fled theirhomeland against their will.This program uses vintage photographsand newspaper footage totell the story of American immigration.The largest waves of immigrantsarrived in the United States during thelate nineteenth and early twentiethcenturies.Voice-over narratives recount themixed feeling of many immigrantsupon their arrival in the United States.But despite the hardships, Americaprovided them and their children withopportunities unavailable elsewhere.As the numbers of immigrantsincreased, American cities built hugereceiving stations, such as LocustPoint in Baltimore and Ellis Island inNew York Harbor. The programdescribes the exhausting process thatimmigrants went through before theycould enter this country.The California Gold Rush lured manyimmigrants westward. Dreams ofriches also brought many Chineseimmigrants from across the PacificOcean. The program examines thefate of Asian immigrants whobecame America’s newest cheaplabor force until the ChineseExclusion Act prohibited them fromentering.After World War I, immigration tothe United States dropped sharply.Nevertheless, many people the worldover still hope to live one day in thiscountry. Most of today’s immigrantscome not from Europe but from thePhilippines, Vietnam, Korea, India,Mexico, Guatemala, El Salvador,and other Central American nations.Immigrants’ reasons for coming arevaried, but they are all looking forhappiness and an opportunity toachieve the American dream.OBJECTIVESTo outline patterns of immigrationto the United States over timeTo present reasons that groups ofpeople have immigrated to theUnited StatesTo describe the travel conditionsendured by immigrants fromEurope. To show what entry proceduresat American receivingstations were likeTo demonstrate the hardshipsfaced by newly arrived immigrantsTo explain recent patterns ofimmigration© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience11

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.Our AIMS Multimedia Educational Department welcomes your observations and comments.Please feel free to address your correspondence to:AIMS MultimediaEditorial Department9710 DeSoto AvenueChatsworth, California 91311-440912© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

INTRODUCTION TOTHE PROGRAMTo prepare students to view Journeyto Freedom: The ImmigrantExperience, ask volunteers to discusswhat they know about their ownancestors. Let them describe wherefamily members came from, whenand why they came to this nation,and how they traveled here. Then askstudents to list other reasons why peoplehave immigrated to this country.INTRODUCTION TOVOCABULARYTo ensure that all students understandbasic vocabulary and concepts usedin Journey to Freedom: TheImmigrant Experience, list each of thefollowing terms on the board:odyssey, migration, emigrant, immigrant,packet ship, steamship, receivingstation, Irish potato famine,quarantine, deportation, tenement,tuberculosis, discrimination.Assign one word or phrase to a pairof students. Have them quickly lookup the word or phrase in a dictionaryor other source and explain its meaningto the class. You may want towrite a brief definition beside eachword.FOCUSBefore viewing the program, havestudents jot down several questionsthey have about immigration to theUnited States during the last two centuries.Encourage them to formulateanswers to these questions based onwhat they learn in Journey toFreedom: The Immigrant Experience.If, after viewing the program, studentshave additional questions orideas, encourage them to find theanswers to these on their own andshare their findings with the class.For students learning English, youmay want to show maps from textbooksof Europe, Asia, and SouthAmerica.DISCUSSION IDEASLead students in a discussion of immigration.Using a world map as aguide, have students consider whatroute immigrants from differentnations may have taken to get to theUnited States. In what region of theUnited States might the immigrantshave arrived?© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience13

JUMP RIGHT INHOW TO USE THE JOURNEY TO FREEDOM: THE IMMIGRANT EXPERIENCE AIMS TEACHING MODULEPreparationViewing JOURNEY TO FREEDOM:THE IMMIGRANT EXPERIENCEAfter Viewing JOURNEY TOFREEDOM: THE IMMIGRANT EXPERIENCERead Journey to Freedom: TheImmigrant Experience Themes,Overview, and Objectives tobecome familiar with programcontent and expectations.Use Preparation for Viewingsuggestions to introduce the topicto students.Set up viewing monitor so that allstudents have a clear view.Depending on your classroomsize and learning range, you maychoose to have students viewJourney to Freedom: TheImmigrant Experience together orin small groups.Some students may benefit fromviewing the video more than onetime.Select Suggested Activities thatintegrate into your classroom curriculum.If applicable, gathermaterials or resources.Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.You may choose to have studentstake consumable activities home,or complete them in the classroom,independently, or ingroups.Administer the Test to assess students’comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.Use the Culminating Activity as aforum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.14© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

SUGGESTED ACTIVITIESCultural AwarenessHave students bring to class something that represents the homeland of their ancestors. Letthem explain the significance of the object and what life was like for their ancestors beforethey came to the United States.10 MinutesMeeting Individual NeedsHave students draw a map showing the route their ancestors may have taken to arrive in theUnited States.20 MinutesWritingHave students write a journal entry that could have been written by one of the people depictedin this program. What do they think the person daily life was like? What were the person’sdreams? What were living conditions like?40 MinutesHands OnHave interested students make and bring to class food from their ancestors’ homeland. Havestudents explain how the food was prepared.30 MinutesExtended ActivityHave students watch a movie or read a novel about a family of immigrants to this nation. Thenhave students create a flowchart showing the major events in the family’s lives.2 HoursIn the NewsroomHave students prepare a television news broadcast about immigration to the United States.Students will need to write and deliver a broadcast that captures the factual details of immigration.They may need to narrow their focus to cover only one group or one era. Studentsmay want to find photographs to enhance the presentation. If possible, have students videotapethe broadcast.1 Hour© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience15

Link to the World20 MinutesHave students find out about immigration to the United States today. Where are people comingfrom and why? Let students create a bar graph showing numbers of immigrants to thisnation from other countries in a recent year.HEALTHConnection to HealthThis program mentions a cholera epidemic in Germany and tuberculosis outbreaks in tenementsin the United States. Have interested students conduct research to find out more aboutone or both of these diseases. What causes them? How are they spread? How can they be prevented?30 MinutesCritical ThinkingHave small groups of students create a fair plan for allowing immigrants into this nation.Obviously there must be limits set on how many people can immigrate, but what should theselimits be and why? Should more people be allowed from some nations than others? Shouldpeople be let in if they are political refugees? What if they are merely looking for a better life?30 MinutesCulminating ActivityArrange the class into four groups. Have each group investigate in depth immigration to thiscountry during one period (the early 1800s, the late 1800s, the early 1900s, the late 1900s).Then have each group prepare a report with posters or charts about their findings. Havegroups present their reports in sequence.60 Minutes16© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

NameVOCABULARYThe words below are from Journey to Freedom: The Immigrant Experience. Use each word below ina sentence that shows you understand its significance to immigration.1. Chinese Exclusion Act __________________________________________________________________________________________________________________________________________________________________________________________________________________________2. discrimination ________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. emigrant ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. migration ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. immigrant ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. packet ship __________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience17

NameVOCABULARY (CONTINUED)7. refugee ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. steamship ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. tenement ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________10. transcontinental railroad ______________________________________________________________________________________________________________________________________________________________________________________________________________________18© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

NameCHECKING COMPREHENSIONComplete each sentence below with a word or words that make sense.1. The____________________________________________________________________________of 1882 prohibited Chinese workers from entering the United States.2. A person who permanently leaves a nation or region is a(n)____________________________3. A person who enters and settles in a new nation or region is a(n) ______________________4. A ____________________________________________________________________________is the movement of a large group of people from one region to another.5. A ____________________________________________________________________________is a person who flees a region against his or her will to escape persecution.6. A high-rise, often neglected, low-rent apartment complex into which many people arecrowded is a __________________________________________________________________7. A nineteenth-century boat designed for carrying freight is a __________________________8. A large boat propelled by steam-driven propellers is a ________________________________9. The __________________________________________________________________________crossed the United States from the East Coast to the West Coast.10. A ____________________________________________________________________________was a place where immigrants to this nation were checked by doctors, quarantined ifnecessary, and then released or deported.© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience19

NameIMMIGRATION TIMELINEBelow is a timeline. List some important events that affected immigration to the United States duringthe years listed.1820 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1849 ____________________________________________________________________________________________________________________________________________________________mid-1800s ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________1870s ____________________________________________________________________________________________________________________________________________________________1882 ____________________________________________________________________________________________________________________________________________________________1890s ____________________________________________________________________________________________________________________________________________________________1900-1914 ______________________________________________________________________________________________________________________________________________________after 1914 ________________________________________________________________________________________________________________________________________________________1965 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________20© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

NameNATURAL DISASTERSImmigration to the United States has often been affected by natural disasters in other countries. Findout more about Ireland’s potato famine of the mid-1800s, Italy’s volcanoes and earthquakes of theearly-1900s, Scandinavia’s crop failures, or Germany’s cholera epidemic. Use the space below torecord your findings.Nation Affected by Disaster: __________________________________________________________What Disaster Occurred: ______________________________________________________________When Disaster Occurred:____________________________________________________________What People Did: __________________________________________________________________________________________________________________________________________________Where People Went: ______________________________________________________________________________________________________________________________________________What Happened to People Who Left:__________________________________________________________________________________________________________________________________What Happened to People Who Stayed: ______________________________________________________________________________________________________________________________How U.S. Immigration Was Affected:__________________________________________________________________________________________________________________________________How Immigration to Other Nations Was Affected: ______________________________________________________________________________________________________________________Other Interesting Facts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience21

NameCRITICAL THINKING: CHINESE EXCLUSION ACTCongress passed the Chinese Exclusion Act in 1882, which prohibited Chinese workers fromentering this country. Think about each of the questions below, and then write an answer.1. At first, when the supply of workers was small, Chinese workers were welcomed. Why doyou think attitudes toward Chinese workers may have changed? ____________________________________________________________________________________________________________________________________________________________________________________2. The United States suffered a recession after the California Gold Rush. Jobs were scarce. Howdo you think this fact may have contributed to anti-immigrant feelings? ______________________________________________________________________________________________________________________________________________________________________________3. Many Chinese workers saved their money and began buying property in California. Whymay this fact have contributed to anti-immigrant feelings? __________________________________________________________________________________________________________________________________________________________________________________________4. After Chinese workers were excluded, many farmers began hiring workers from Mexico.Unlike Chinese workers, these workers usually returned home to their families in Mexico afterthe growing season ended. Why do you think Mexican workers were preferred over Chineseworkers? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. What can be done to ensure that all immigrants are treated fairly in the future? ______________________________________________________________________________________________________________________________________________________________________22© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

NamePACKET SHIPS VERSUS STEAMSHIPSConduct research to find out similarities and differences between packet ships and steamships. Usethe space below to record your findings.Packet Ships and SteamshipsSimilaritiesDifferencesOn another page, write briefly about what you think a voyage across the ocean in each ship wouldhave been like.© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience23

NameCRITICAL THINKING: IMMIGRATION POLICYStage a debate on this issue: Should U.S. immigration policies be relaxed to allow more immigrantsinto the country? Choose one side of the issue to defend in a debate. Use the space below to prepareyour arguments and counter-arguments. Then stage the debate for the class.Arguments I will use to defend my position:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Arguments my opponent may use to defend his or her position:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Arguments I will use to counter my opponent’s arguments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________24© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

NameCHECKING VOCABULARYHidden in the chart below are 14 terms relating to immigration to the United States. The words may bearranged horizontally, vertically, or diagonally, either spelled forward or backward. Find and circlethese 14 terms.A I O E B C C O E N I T N A R A U Q YR C R A I L R O A D P S M E 1 N D A KE R O I G N R E E S C I N O L R H A NC S D U S Y O A F E T N A R G I M M IE E E X N H I I B U M E N A R G O P SI V P C T T P R T R G L N I U L B V EV E O C T N E O Y A A E A E E A L C RI T R X N N P R T N N C E N M E M R EN E T M A E G P I A B I N N E E O O NG V A C R S N N M N T E M A G D N C OS I T C G N O G I A S O U I E N B T IT S I E I I C S F S A U F P R M T E ZA N O V M I G R A T I O N A R C S T AT E N E E U E K G E E O S G M T S E LI F D V R F Y Y H A T R M W E I A I UO F A N S E V P A M D P F R I N N I DN O N U S T H N C S M M U N I S T E SX T E S O M Y E L H N S H E A L H A JI E Y M A D D O X I R E B O R L I R EE D T I S A R A P P I H S T E K C A PO B V V M O V N I K N O T F O F L U Godyssey migration emigrant immigrant packet shipsteamship receiving station Irish potato famine quarantine deportationtenement discrimination refugee railroad© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience25

NameTESTCircle the correct answer.1. Why have people immigrated to the United States?a. to escape warsb. to flee natural disasters in their homelandc. to escape persecution for political or religious beliefsd. to find a better lifee. all of the above2. Why did many immigrants come to the United States from Europe in the 1800s?a. Europe’s economy faltered.b. Europe’s population doubled.c. Crops in Scandinavia and Ireland failed.d. Germany faced a cholera epidemic.e. all of the above3. How long did a packet ship take to cross the Atlantic Ocean?a. six weeksb. ten weeksc. ten daysd. six monthse. none of the above4. Why did many Italians come to the United States after 1890?a. Crops in Italy failed.b. Italy’s population tripled.c. The Italian economy underwent a depression.d. Volcanoes and earthquakes struck Italy.e. all of the above5. At the height of the Irish potato famine, what percentage of the people in Boston were Irish?a. about 1/4b. about 1/2c. about 3/4d. about 9/10e. none of the above26© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

NameTEST (CONTINUED)6. What kind of work did many new immigrants find?a. highly skilled work in hospitals and universitiesb. professional jobs, such as teachers and doctorsc. jobs in skilled trades, such as metal working or glass blowingd. unskilled jobs, such as working on road crews or sewinge. none of the above7. As populations in cities increased, tenements sprouted. What was life like in a tenement?a. Many people were crowded together into high-rise buildings.b. Sometimes people had to sleep in shifts because there was so little space.c. Diseases, such a tuberculosis, spread easily.d. Many people felt lonely living in squalid conditions far from their homeland.e. all of the above8. Why did Chinese immigrants stop coming to this nation after 1882?a. They found better opportunities in other nations.b. Their families wanted them to come back to China.c. Congress passed the Chinese Exclusion Act, which kept the Chinese out.d. The Chinese economy presented good job opportunities.e. none of the above9. After World War I, what happened to the numbers of immigrants arriving in this nation?a. The numbers increased because the war left so many displaced.b. The numbers decreased because immigrants were screened overseas.c. The numbers decreased because the world economy boomed after the war.d. The numbers increased because American receiving stations were abolished.e. none of the above10. What happened in 1965 that affected immigration to the United States?a. The United States adopted laws making it difficult for most people to immigrate.b. The United States greatly increased the number of immigrants that it allowed in.c. The United States greatly decreased the number of immigrants that it allowed in.d. The United States adopted fairer laws that allowed more people to immigrate.e. none of the above© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience27

ADDITIONAL AIMS MULTIMEDIA PROGRAMSYou and your students might also enjoy these other AIMS Multimedia programs:The Holocaust as Seen Through the Eyes of a SurvivorThe Darkest HourSioux LegendsFuture Flight28© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

ANSWER KEY for page 17VOCABULARYThe words below are from Journey to Freedom: The Immigrant Experience. Use each word below ina sentence that shows you understand its significance to immigration.1. Chinese Exclusion Act ______________________________________________________________ANSWERS WILL VARY____________________________________________________________________________________________________________________________________________________________2. discrimination ________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. emigrant ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. migration ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. immigrant ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. packet ship __________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience29

ANSWER KEY for page 18VOCABULARY (CONTINUED)7. refugee ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. steamship ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. tenement ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________10. transcontinental railroad ______________________________________________________________________________________________________________________________________________________________________________________________________________________30© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

ANSWER KEY for page 19CHECKING COMPREHENSIONComplete each sentence below with a word or words that make sense.1. The____________________________________________________________________________Chinese Exclusion Actof 1882 prohibited Chinese workers from entering the United States.2. A person who permanently leaves a nation or region is a(n)____________________________emigrant3. A person who enters and settles in a new nation or region is a(n) ______________________immigrant4. A ____________________________________________________________________________migrationis the movement of a large group of people from one region to another.5. A ____________________________________________________________________________refugeeis a person who flees a region against his or her will to escape persecution.6. A high-rise, often neglected, low-rent apartment complex into which many people arecrowded is a __________________________________________________________________tenement7. A nineteenth-century boat designed for carrying freight is a __________________________packet ship8. A large boat propelled by steam-driven propellers is a ________________________________steamship9. The __________________________________________________________________________transcontinental railroadcrossed the United States from the East Coast to the West Coast.10. A ____________________________________________________________________________receiving stationwas a place where immigrants to this nation were checked by doctors, quarantined ifnecessary, and then released or deported.© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience31

ANSWER KEY for page 20IMMIGRATION TIMELINEBelow is a timeline. List some important events that affected immigration to the United States duringthe years listed.1820Europe’s economy faltered.Europe’s population doubled.Property laws denied sons their land.1849Gold was discovered in California.Chinese gold seekers arrived, but instead became a cheap source of labor.mid-1800sScandinavian crops failed.Germany faced a cholera epidemic.Ireland suffered a potato famine.1870sSteamships were invented; the journey across the Atlantic Ocean was cut to 10 days.1882The Chinese Exclusion Act banned Chinese workers from entering the United States.1890sCentral, Eastern, and Southern Europeans immigrated to the United States.1900-1914Italy was struck by volcanoes and earthquakes; half a million people per year left.after 1914The numbers of immigrants dramatically declined due to new laws.1965The United States abandoned its quota system for a system fairer to all.32© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

ANSWER KEY for page 21NATURAL DISASTERSImmigration to the United States has often been affected by natural disasters in other countries.Find out more about Ireland’s potato famine of the mid-1800s, Italy’s volcanoes and earthquakesof the early-1900s, Scandinavia’s crop failures, or Germany’s cholera epidemic. Use the spacebelow to record your findings.Nation Affected by Disaster:________________________________________________________ANSWERS WILL VARYWhat Disaster Occurred: ____________________________________________________________When Disaster Occurred:____________________________________________________________What People Did: ______________________________________________________________________________________________________________________________________________Where People Went:____________________________________________________________________________________________________________________________________________What Happened to People Who Left: ______________________________________________________________________________________________________________________________What Happened to People Who Stayed: __________________________________________________________________________________________________________________________How U.S. Immigration Was Affected: ______________________________________________________________________________________________________________________________How Immigration to Other Nations Was Affected: __________________________________________________________________________________________________________________Other Interesting Facts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience33

ANSWER KEY for page 22CRITICAL THINKING: CHINESE EXCLUSION ACTCongress passed the Chinese Exclusion Act in 1882, which prohibited Chinese workers fromentering this country. Think about each of the questions below, and then write an answer.1. At first, when the supply of workers was small, Chinese workers were welcomed. Why doyou think attitudes toward Chinese workers may have changed? ________________________ANSWERS WILL VARY____________________________________________________________________________________________________________________________________________________________2. The United States suffered a recession after the California Gold Rush. Jobs were scarce. Howdo you think this fact may have contributed to anti-immigrant feelings? ______________________________________________________________________________________________________________________________________________________________________________3. Many Chinese workers saved their money and began buying property in California. Whymay this fact have contributed to anti-immigrant feelings? __________________________________________________________________________________________________________________________________________________________________________________________4. After Chinese workers were excluded, many farmers began hiring workers from Mexico.Unlike Chinese workers, these workers usually returned home to their families in Mexico afterthe growing season ended. Why do you think Mexican workers were preferred over Chineseworkers? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. What can be done to ensure that all immigrants are treated fairly in the future? ______________________________________________________________________________________________________________________________________________________________________34© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

ANSWER KEY for page 23PACKET SHIPS VERSUS STEAMSHIPSConduct research to find out similarities and differences between packet ships and steamships. Usethe space below to record your findings.Packet Ships and SteamshipsSimilaritiesDifferencesANSWERS WILL VARYOn another page, write briefly about what you think a voyage across the ocean in each ship wouldhave been like.© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience35

ANSWER KEY for page 24CRITICAL THINKING: IMMIGRATION POLICYStage a debate on this issue: Should U.S. immigration policies be relaxed to allow more immigrantsinto the country? Choose one side of the issue to defend in a debate. Use the space below to prepareyour arguments and counter-arguments. Then stage the debate for the class.Arguments I will use to defend my position:ARGUMENTS AND COUNTER-ARGUMENTS WILL VARY____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Arguments my opponent may use to defend his or her position:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Arguments I will use to counter my opponent’s arguments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________36© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience

ANSWER KEY for page 25CHECKING VOCABULARYHidden in the chart below are 14 terms relating to immigration to the United States. The words may bearranged horizontally, vertically, or diagonally, either spelled forward or backward. Find and circlethese 14 terms.A I O E B C C O E N I T N A R A U Q YR C R A I L R O A D P S M E 1 N D A KE R O I G N R E E S C I N O L R H A NC S D U S Y O A F E T N A R G I M M IE E E X N H I I B U M E N A R G O P SI V P C T T P R T R G L N I U L B V EV E O C T N E O Y A A E A E E A L C RI T R X N N P R T N N C E N M E M R EN E T M A E G P I A B I N N E E O O NG V A C R S N N M N T E M A G D N C OS I T C G N O G I A S O U I E N B T IT S I E I I C S F S A U F P R M T E ZA N O V M I G R A T I O N A R C S T AT E N E E U E K G E E O S G M T S E LI F D V R F Y Y H A T R M W E I A I UO F A N S E V P A M D P F R I N N I DN O N U S T H N C S M M U N I S T E SX T E S O M Y E L H N S H E A L H A JI E Y M A D D O X I R E B O R L I R EE D T I S A R A P P I H S T E K C A PO B V V M O V N I K N O T F O F L U Godyssey migration emigrant immigrant packet shipsteamship receiving station Irish potato famine quarantine deportationtenement discrimination refugee railroad© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience37

ANSWER KEY for page 26TESTCircle the correct answer.1. Why have people immigrated to the United States?a. to escape warsb. to flee natural disasters in their homelandc. to escape persecution for political or religious beliefsd. to find a better lifee. all of the above2. Why did many immigrants come to the United States from Europe in the 1800s?a. Europe’s economy faltered.b. Europe’s population doubled.c. Crops in Scandinavia and Ireland failed.d. Germany faced a cholera epidemic.e. all of the above3. How long did a packet ship take to cross the Atlantic Ocean?a. six weeksb. ten weeksc. ten daysd. six monthse. none of the above4. Why did many Italians come to the United States after 1890?a. Crops in Italy failed.b. Italy’s population tripled.c. The Italian economy underwent a depression.d. Volcanoes and earthquakes struck Italy.e. all of the above5. At the height of the Irish potato famine, what percentage of the people in Boston were Irish?a. about 1/4b. about 1/2c. about 3/4d. about 9/10e. none of the above38© Copyright 1998 AIMS Multimedia Journey to Freedom: The Immigrant Experience