ALEX Classroom Resource

  

Growth, Cities, and Immigration/Crash Course US History #25

  Classroom Resource Information  

Title:

Growth, Cities, and Immigration/Crash Course US History #25

URL:

https://aptv.pbslearningmedia.org/resource/27a2f2d1-3443-4fba-a3b4-b6c760e48e82/growth-cities-and-immigration-crash-course-us-history-25/

Content Source:

PBS
Type: Audio/Video

Overview:

In this video from PBSLearningMedia, John Green teaches students about the massive immigration to the United States during the late 19th and early 20th centuries. Immigrants flocked to the US from all over the world in this time period. Millions of Europeans moved to the US where they drove the growth of cities and manned the rapid industrialization that was taking place. In the western US, many Chinese immigrants arrived to work on the railroad and in mines. As is often the case in the United States, the people who already lived in the US reacted kind of badly to this flood of immigrants. Some legislators tried to stem the flow of new arrivals, with mixed success. Grover Cleveland vetoed a general ban on immigration, but the leadership at the time did manage to get together to pass an anti-Chinese immigration law. Immigrants did win some important Supreme Court decisions upholding their rights, but in many ways, immigrants were treated as second-class citizens. At the same time, the country was rapidly urbanizing. Cities were growing rapidly and industrial technology was developing new wonders all the time. John will cover all this upheaval and change and hearken back to a time when racial profiling did in fact boil down to analyzing the side of someone's face.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
16 ) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.h., A.1.i., A.1.k.]

•  Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
•  Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues
•  Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
•  Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Exclusion Act regarding immigration quotas
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
    Compare patterns of migration among groups of Americans and immigrants into America during this time period, focusing on the reasons for these movements of people, restrictions on these movements, and the results of the movements.
Teacher Vocabulary:
  • Manifest Destiny
  • migration
  • immigration
  • urban
  • rural
  • assimilation
Knowledge:
Students know:
  • The reasons for and impact of Manifest Destiny Changes that occurred in rural American society during this time period, the reasons for these changes, and the results of them.
  • The impact of legislation and social pressures on specific groups, such as American Indians.
  • The ways various immigrant groups compare.
Skills:
Students are able to:
  • Evaluate a historical time period in order to determine its causes and impact.
  • Compare social groups in order to determine the impact of political, social, and economic pressures on each.
  • Trace the movements, migration and immigration, of various groups on a map and describe the impact of these movements on the group and society.
Understanding:
Students understand that:
  • Changes that took place throughout American society in the years prior to World War I.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.16- Compare and contrast agricultural and industrial societies; recognize that the United States transitioned from an agricultural society to an industrial society prior to World War I.


Tags: Chinese Exclusion Act, Grover Cleveland, immigration
License Type: Custom Permission Type
See Terms: https://aptv.pbslearningmedia.org/help/terms-of-use/#permitted
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

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  This resource provided by:  
Author: Ginger Boyd