Topic: Immigration and the immigrant experience |
United States History |
| | Standard 3. Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies and how Europeans struggled for control of North America and the Caribbean |
| | | Level II [Grade 5-6] |
| | | | Benchmark 1. | Understands the lives of free and indentured immigrants who came to North America and the Caribbean from Europe (e.g., religious, political, and economic motives of free immigrants from different parts of Europe; why indentured servants risked the hardships of bound labor overseas; opportunities and challenges encountered by European immigrants) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the religious motives of free immigrants who came to North America and the Caribbean from different parts of Europe |
| | | | | | 2. | Understands the political motives of free immigrants who came to North America and the Caribbean from different parts of Europe |
| | | | | | 3. | Understands the economic motives of free immigrants who came to North America and the Caribbean from different parts of Europe |
| | | | | | 4. | Understands why indentured servants risked the hardships of bound labor in North America and the Caribbean |
| | | | | | 5. | Understands the opportunities and challenges encountered by European immigrants who came to North America and the Caribbean |
| | Standard 10. Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed American lives and led to regional tensions |
| | | Level II [Grade 5-6] |
| | | | Benchmark 1. | Understands the lives of immigrants in American society during the antebellum period (e.g., factors that led to increased immigration from China, Ireland, and Germany; how immigrants adapted to life in the United States and to hostility from the nativist movement and the "Know- Nothing" party) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the factors that led to increased immigration from China during the antebellum period |
| | | | | | 2. | Understands the factors that led to increased immigration from Ireland during the antebellum period |
| | | | | | 3. | Understands the factors that led to increased immigration from Germany during the antebellum period |
| | | | | | 4. | Understands how immigrants adapted to life in the United States |
| | | | | | 5. | Understands how immigrants adapted to hostility from the nativist movement |
| | | | | | 6. | Understands how immigrants adapted to hostility from the "Know-Nothing" party |
| | | Level III [Grade 7-8] |
| | | | Benchmark 1. | Understands how immigration affected American society in the antebellum period (e.g., the connection between industrialization and immigration, how immigration intensified ethnic and cultural conflict and complicated the forging of a national identity) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the connection between industrialization and immigration |
| | | | | | 2. | Understands how immigration intensified ethnic conflict |
| | | | | | 3. | Understands how immigration intensified cultural conflict |
| | | | | | 4. | Understands how immigration complicated the forging of a national identity |
| | Standard 17. Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity |
| | | Level II [Grade 5-6] |
| | | | Benchmark 1. | Understands patterns of immigrant life after 1870 (e.g., where people came from and where they settled; how immigrants formed a new American culture; the challenges, opportunities, and contributions of different immigrant groups; ways in which immigrants learned to live and work in a new country) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands where immigrants came from after 1870 |
| | | | | | 2. | Understands where immigrants settled after 1870 |
| | | | | | 3. | Understands how immigrants formed a new American culture after 1870 |
| | | | | | 4. | Understands the challenges of immigrant life after 1870 |
| | | | | | 5. | Understands the opportunities of immigrant life after 1870 |
| | | | | | 6. | Understands the contributions of different immigrant groups after 1870 |
| | | | | | 7. | Understands the ways in which immigrants learned to live in a new country after 1870 |
| | | | | | 8. | Understands the ways in which immigrants learned to work in a new country after 1870 |
| | | Level III [Grade 7-8] |
| | | | Benchmark 1. | Understands the background and experiences of immigrants of the late 19th century (e.g., how the immigrants differed from those of the early 19th century in numbers, motives, origins, ethnicity, religion and language; how Catholic and Jewish immigrants responded to discrimination; attitudes toward immigrants) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the background of immigrants of the late 19th century |
| | | | | | 2. | Understands the experiences of immigrants of the late 19th century |
| | | | | | 3. | Understands how the immigrants of the late 19th century differed from those of the early 19th century in numbers |
| | | | | | 4. | Understands how the immigrants of the late 19th century differed from those of the early 19th century in motives |
| | | | | | 5. | Understands how the immigrants of the late 19th century differed from those of the early 19th century in origins |
| | | | | | 6. | Understands how the immigrants of the late 19th century differed from those of the early 19th century in ethnicity |
| | | | | | 7. | Understands how the immigrants of the late 19th century differed from those of the early 19th century in religion |
| | | | | | 8. | Understands how the immigrants of the late 19th century differed from those of the early 19th century in language |
| | | | | | 9. | Understands how Catholic immigrants responded to discrimination in the late 19th century |
| | | | | | 10. | Understands how Jewish immigrants responded to discrimination in the late 19th century |
| | | | | | 11. | Understands the attitudes toward immigrants in the late 19th century |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 1. | Understands challenges immigrants faced in society in the late 19th century (e.g., experiences of new immigrants from 1870 to 1900, reasons for hositility toward the new immigrants, restrictive measures against immigrants, the tension between American ideals and reality) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the experiences of new immigrants from 1870 to 1900 |
| | | | | | 2. | Understands the reasons for hostility toward the new immigrants in the late 19th century |
| | | | | | 3. | Knows about the restrictive measures against immigrants in the late 19th century |
| | | | | | 4. | Understands the tension between American ideals and reality in the late 19th century |
| | | | Benchmark 2. | Understands the influence of public education on American society after 1870 (e.g., the role of public and parochial schools in integrating immigrants into mainstream America, how the rise of public education and voluntary organizations promoted national unity and American values) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the role of public schools in integrating immigrants into mainstream America |
| | | | | | 2. | Understands how the rise of public education promoted national unity |
| | | | | | 3. | Understands how the rise of voluntary organizations promoted national unity |
| | | | | | 4. | Understands how the rise of public education promoted American values |
| | | | | | 5. | Understands how the rise of voluntary organizations promoted American values |
| | Standard 20. Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption |
| | | Level II [Grade 5-6] |
| | | | Benchmark 4. | Understands how migrants from rural areas and immigrants from other lands experienced life in growing urban centers and how they coped (e.g., schools, settlement houses, religious groups, philanthropists) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands how migrants from rural areas experienced life in growing urban centers |
| | | | | | 2. | Understands how migrants from rural areas coped |
| | | | | | 3. | Understands how immigrants from other lands experienced life in growing urban centers |
| | | | | | 4. | Understands how immigrants from other lands coped |
| | | | | | 5. | Understands how migrants from rural areas coped in growing urban centers through schools |
| | | | | | 6. | Understands how immigrants from other lands coped in growing urban centers through schools |
| | | | | | 7. | Understands how migrants from rural areas coped in growing urban centers through settlement houses |
| | | | | | 8. | Understands how immigrants from other lands coped in growing urban centers through settlement houses |
| | | | | | 9. | Understands how migrants from rural areas coped in growing urban centers through religious groups |
| | | | | | 10. | Understands how immigrants from other lands coped in growing urban centers through religious groups |
| | | | | | 11. | Understands how migrants from rural areas coped in growing urban centers through help from philanthropists |
| | | | | | 12. | Understands how immigrants from other lands coped in growing urban centers through help from philanthropists |
| | Standard 22. Understands how the United States changed between the post-World War I years and the eve of the Great Depression |
| | | Level II [Grade 5-6] |
| | | | Benchmark 1. | Understands efforts to restrict immigrants and diverse groups of people in the post-World War I era (e.g., the closing of the "Golden Door," nativism and anti-immigrant attitudes) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands efforts to restrict immigrants in the post-World War I era |
| | | | | | 2. | Understands efforts to restrict diverse groups in the post-World War I era |
| | | | | | 3. | Understands the closing of the "Golden Door" during the post-World War I era |
| | | | | | 4. | Understands nativism during the post-World War I era |
| | | | | | 5. | Understands anti-immigrant attitudes during the post-World War I era |
| | | Level III [Grade 7-8] |
| | | | Benchmark 1. | Understands the various social conflicts that took place in the early 1920s (e.g., state and federal government reactions to the growth of radical political movements, rising racial tensions and the resurgence of the Ku Klux Klan, the Garvey Movement, the clash between traditional moral values and changing ideas as exemplified in the Scopes trial and Prohibition, how the restriction of European immigration affected Mexican American immigration) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands state government reactions to the growth of radical political movements in the early 1920s |
| | | | | | 2. | Understands the federal government’s reactions to the growth of radical political movements in the early 1920s |
| | | | | | 3. | Understands state government reactions to rising racial tensions and the resurgence of the Ku Klux Klan in the early 1920s |
| | | | | | 4. | Understands the federal government’s reactions to rising racial tensions and the resurgence of the Ku Klux Klan in the early 1920s |
| | | | | | 5. | Understands state government reactions to the Garvey Movement |
| | | | | | 6. | Understands the federal government’s reactions to the Garvey Movement |
| | | | | | 7. | Understands state government reactions to the clash between traditional moral values and changing ideas as exemplified in the Scopes trail |
| | | | | | 8. | Understands the federal government’s reactions to the clash between traditional moral values and changing ideas as exemplified in the Scopes trail |
| | | | | | 9. | Understands state government reactions to the clash between traditional moral values and changing ideas as exemplified in Prohibition |
| | | | | | 10. | Understands the federal government’s reactions to the clash between traditional moral values and changing ideas as exemplified in Prohibition |
| | | | | | 11. | Understands how the restriction of European immigration affected Mexican American immigration in the early 1920s |
| | Standard 31. Understands economic, social, and cultural developments in the contemporary United States |
| | | Level II [Grade 5-6] |
| | | | Benchmark 2. | Understands the factors that prompted new immigration in contemporary American society (e.g., new immigration policies after 1965, areas of the world from which most immigrants have come) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows the causes of immigration in contemporary America |
| | | | | | 2. | Knows immigration policies after 1965 |
| | | | | | 3. | Knows areas of the world from which most immigrants have come |
| | | Level III [Grade 7-8] |
| | | | Benchmark 1. | Understands changes in the workplace and the economy in contemporary America (e.g., the effects of a sharp increase in labor force participation of women and new immigrants; the shift of the labor force from manufacturing to service industries) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows changes in the workplace in contemporary America |
| | | | | | 2. | Knows changes in the economy in contemporary America |
| | | | | | 3. | Knows the effects of a sharp increase in labor force participation by women in contemporary America |
| | | | | | 4. | Knows the effects of a sharp increase in labor force participation by new immigrants in contemporary America |
| | | | | | 5. | Knows about the shift of the labor force from manufacturing to service industries |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 2. | Understands how recent immigration and migration patterns, and demographic shifts, impacted social and political issues (e.g., major issues that affect immigrants and conflicts these issues engendered; changes in the size and composition of the traditional American family; demographic and residential mobility since 1970) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows how recent immigration and migration patterns impacted social issues |
| | | | | | 2. | Knows how recent immigration and migration patterns impacted political issues |
| | | | | | 3. | Knows major issues that affect immigrants |
| | | | | | 4. | Knows about conflicts that can arise because of issues that immigrants face |
| | | | | | 5. | Knows about changes to the size and composition of the typical American family |
Grades K-4 History |
| | Standard 4. Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols |
| | | Level I [Grade K-2] |
| | | | Benchmark 10. | Understands how people have helped newcomers get settled and learn the ways of the new country (e.g., family members, fraternal organizations, houses of worship) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that family members helped immigrants to the United States get settled in their new country |
| | | | | | 2. | Knows that family members helped immigrants to the United States learn the ways of their new country |
| | | | | | 3. | Knows that fraternal organizations helped immigrants to the United States get settled in their new country |
| | | | | | 4. | Knows that fraternal organizations helped immigrants to the United States learn the ways of their new country |
| | | | | | 5. | Knows that houses of worship helped immigrants to the United States get settled in their new country |
| | | | | | 6. | Knows that houses of worship helped immigrants to the United States learn the ways of their new country |
World History |
| | Standard 35. Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914 |
| | | Level III [Grade 7-8] |
| | | | Benchmark 6. | Understands trends in immigration within and out of Europe in the 19th century |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands trends in immigration within Europe in the 19th century |
| | | | | | 2. | Understands trends in immigration out of Europe in the 19th century |
| | Standard 36. Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914 |
| | | Level II [Grade 5-6] |
| | | | Benchmark 2. | Understands the experiences and motivations of European migrants and immigrants in the 19th century (e.g., why migrants left Europe in large numbers in the 19th century and regions of the world where they settled; the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia; the general appeal of Canada to European immigrants in the second half of the 19th century) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the experiences of European migrants and immigrants in the 19th century |
| | | | | | 2. | Understands the motivations of European migrants and immigrants in the 19th century |
| | | | | | 3. | Knows why migrants left Europe in large numbers in the 19th century and regions of the world where they settled |
| | | | | | 4. | Understands the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia |
| | | | | | 5. | Understands the general appeal of Canada to European immigrants in the second half of the 19th century |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 2. | Understands influences on and consequences of European immigration and settlement (e.g., how European settlements affected the politics and economy of the local regions, as well as resources, labor, the flow of goods, and markets; the diverse motivations behind resettlement for specific groups of immigrants; the impact of new immigrants upon the environment and indigenous populations of Australia; how substantial European immigration in the 19th century had economic consequences for cities in the United States) |
| | | | | Knowledge/skill statements |
| | | | | | 4. | Knows the diverse motivations behind resettlement for specific groups of immigrants |
| | | | | | 5. | Understands the impact of new immigrants upon the environment and indigenous populations of Australia |
| | Standard 37. Understand major global trends from 1750 to 1914 |
| | | Level II [Grade 5-6] |
| | | | Benchmark 2. | Understands the experiences of immigrants to North and South America in the 19th century |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the experiences of immigrants to North America in the 19th century |
| | | | | | 2. | Understands the experiences of immigrants to South America in the 19th century |
