More Time in the Library to Continue Researching our Family's Immigration History

PROJECT DUE on MONDAY (PD. 1) or TUESDAY (PD. 2)

TURNITIN.COM LOGIN INFORMATION:
Period 1: ID: 7280837 PASSWORD: history
Period 2: ID: 7282218 PASSWORD: history

Changes to the Project:
1. Do your best to find 3 primary sources and 1 secondary source online. If you are unable to find primary sources online, you may use your own primary sources such as photos, census records, art, etc. 

2. Though it does not need to be a "journal entry"-style type of writing (from someone's perspective) you still need to write at least 2 paragraphs describing 2 things:
1) a major historical event, movement, or issue that affected your IMMIGRANT GROUP (not necessarily your family)
2) an anecdotal experience or information from your family/your own immigration history (if possible).

For example, instead of me writing from my father's perspective ("I came to the U.S. in 1966"), I would write about what assimilation is, and how "my dad assimilated relatively easy to American culture because..."

If you're still wondering about what issue or event to focus on, start with the wikipedia page for "History of immigration to the United States" but then you need to find other secondary sources and primary sources. Go to the WHS library site that Ms. Garcia set up for our class for suggestions!

Like I said, I had some difficulty finding primary and secondary sources, but this is what I found:

Primary Sources: These are news articles appearing in a Queens, New York online news site. It documents the current struggle of larger concentrations of Nepalese immigrants. 
Workers Rights and Becoming Other than "Other" in the U.S. Census. I can use quotes or statistics or even pictures as primary sources.

Secondary Source: This is a scholarly article from the Journal of Ethnic and Migration Studies discussing how Nepalese people assimilate into American culture. (click here for link to full text)

Poster Project/Library Time

Today, we are in the library to help us learn more about America's immigration history.

Here are the poster project requirements. (CLICK HERE) 

Please read the requirements carefully. You will be building on the information you already have from your artifact, your family history survey, as well as the key vocab/concepts/migration theories you researched earlier. Take out your survey to review your family info PLUS the brief research you did on the mass immigration history (on the back of the sheet).

Again, the purpose is to know more about our family's immigration history, connect it to the larger landscape of immigration history in America/U.S., and then, continue to learn how to find, analyze, and utilize primary/secondary sources. (I will pass out a timeline of American immigration to help you identify potential issues to discuss.)

In the library, Ms. Garcia points us in the direction of lots of primary/secondary source resources. Here's a link to the library site she set up for us. (CLICK HERE)

A sample search query to start might be, for example, if you're of German ancestry: "German immigration" or "German immigration to U.S." or "German immigration to America". You're not necessarily looking for your exact family's immigration (that's what your survey is for), but for the mass immigration of your ethnic/cultural/national group, and the issues they faced as they arrived and lived in the new country.

You will be evaluating if these sources are legit, using a process with questions under the acronym "RAMBI".

Reliability: How reliable is this source? Do other sources say the same thing? Is this from an expert organization or individual? Can I trust it and why?

Accuracy: How accurate is this source, and how can I tell? Is this from an expert organization or individual? Were there multiple editors to this information who've verified it's truth?

Motive: What motive might the author have had when creating this source? What's the purpose of this source?

Bias: How is this author biased (in favor of or against another thing, person, or group? Who's perspective are we hearing? Who's perspective are we not hearing?

Immediacy: When was this written? Soon/long after the actual event? How might this affect the source's accuracy? For example, how reliable is a witness' memory 50 years later?

PERIOD 1+2 HW DUE on FRIDAY: PLEASE FINISH GATHERING YOUR SOURCES! You will need to submit RAMBI files (CLICK HERE) for 3 primary sources and a similar source evaluation file (CLICK HERE) for 1 secondary source to turnitin.com. You can even get started working on your journal entry or paragraphs! :O)

Eleven Twelve Thirteen

Today, we will be practicing how to think historically, by examining ethnocentrism, analyzing primary sources, and building our international community.

Entry Tasks: 1) Take out your family history survey (TBS: to be stamped) and artifact. 2) Come up and mark a dot where your families emigrated from.

Primary Source Gallery Walk 

It's Friday, Friday!

WARM-UP: Create a t-chart for observations/inferences, and complete for 1) your own primary source you brought in today, and then, 2) for someone else’s primary source. 

1. HW: Make sure to bring in an artifact/primary source on Tuesday. 

Need some ideas of what a primary source might be? 

A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. PRIMARY SOURCES TELL A STORY FROM THE PERSPECTIVE OF SOMEONE WHO WAS THERE. Famous Example: Diary of Anne Frank - Experiences of a Jewish family during WWII. 

Types of Primary Sources: 

¨Illustration

¨Photo

¨Journal entry/diary entry

¨Song

¨Art

¨Poetry

¨Newspapers

¨Newscasts

¨Magazine article

¨Books

¨Emails

¨Chart/Table

¨Letters

¨Verbal/oral histories (Interviews)

¨Tweets

¨Movies/Videos

¨Shows

¨Speeches

¨Drama

¨Clothing

¨Pottery

¨Buildings/Structures

2. Overcoming Ethnocentrism 

Refer to your vocab sheet from yesterday to help:

In order to overcome ethnocentrism, we need to 

---Understanding language: what terms are used to describe immigration?

---Understanding reasons for/theories of immigration: why do people immigrate?

Thinking Historically: Equality and Recognizing Difference

HW: Read “How to Overcome Ethnocentrism” (CLICK HERE)

Focus on: who wrote it and for what purpose, "historiography", "clash of civilisations", how do we "think historically"?, "principle of equality", "principle of mutual recognition of differences", "integrating negative historical perspective". Get a general understanding of what the author is trying to argue.

Annotate the text: highlight, circle, underline, jot down notes, etc.!

3. HW: Family History Survey (CLICK HERE FOR HANDOUT)

You do not have to share anything you don't want to share (find out information that your family does not want to share). If there's no way of knowing (besides asking your family, researching online, etc.) about your family's immigrant history, choose an immigrant group you'd like to research. If your family has multiple ethnic/national origins, choose 1 or 2 you'd like to study (this is an opportunity to learn more about the one(s) you know little/nothing about)!

---NO CURRENT EVENT DUE (You've got 3 HW assignments already, I think that's enough!)

Hello 1st and 2nd Period!

We need to recognize our existing understandings of as well as key vocabulary and concepts about immigration before we study our own immigrant history, our common (U.S.) immigrant history, and the history of another immigrant group.

View/Download Dr. Bissat's PPT on Immigration Theories to help you learn more about key vocabulary and concepts. (CLICK HERE)

Use her PPT to respond to your own "Intro to Immigration Vocab-Shmocab and Concepts". (CLICK HERE FOR HANDOUT)
-If you don't find a definition on her PPT, or need further explanation about a theory, google/search for it online (and cite your source).

HW: 
1. FINISH vocab/concepts sheet.
2. Bring in a primary source artifact (like a picture, artwork, etc.) that communicates something about your immigrant past (for some of you, immigration may be a distant past, but you still use traditions or practices of your ethnic background, so bring in something that relates to your ethnic/cultural background).

Happy Wednesday!

1. Test re-takes should be done this week (after school on Thursday)!
2. Check for Understanding: In your notebooks, describe one cause-and-effect relationship between events, ideas, individuals, or issues occurring between the U.S. Constitution and Reconstruction. 
3. Election Results (as of 8:45pm, 11/5)
1. I-522: No: 53% 
2. Other Issues:
1. Sea-Tac $15-minimum wage: Y: 54% 
2. Seattle Mayor: Ed Murray: 56% 
4. Power of the Purse, alive and well? 
5. New Unit: Zoom In Primary Source (Image) Analysis (CLICK HERE)

Happy Monday/Tuesday!

New Seats! 
Today, we will be able to link the idea of division and representation to political polarization and voting today. 
1. Where I Stand: The American Political Spectrum 
2. Why I Stand Where I Stand (chart) 
3. Why We Stand Where We Stand: U.S. Constitution to Reconstruction timeline and QUIZ 
Current Events Discussion: To Label or Not to Label