SlideShare a Scribd company logo
Designed by Ceci Brunning and Jenna Bunnell
Photo source: “Immigrants at Ellis Island”
The Roaring Twenties signaled an era in American history
in which modernity and progress were at the forefront of
every American mind. Business was booming in the post-
AMERICANS’
PERCEPTIONS OF
IMMIGRATION 

IN THE 1920S
Photo source: “Newly Arrived
immigrants on Ellis Island”
http://teacher.scholastic.com/
activities/immigration/tour/
stop3.htm
World War era and the new consumer- based economy catered
to an ever evolving society, which rejected traditional social
norms and and embraced modern notions of cultural and social
freedoms. The famous “Jazz Age” has been immortalized as an
age of unabashed creativity and liberation all set to the tune of a
sexy jazz rhythm in a neighborhood speakeasy.
Of course, the image of the 1920s entrenched in the splendor of
fictional characters like F. Scott Fitzgerald’s, Jay Gatsby and in
famous residents of West Egg are romanticized visions of a
society that was in all actuality full of social and economic
disparities between American urban areas and American
farmlands. Fear and paranoia swept through the more
conservative epicenters of America, and many people
experienced a period of backlash against social change, foreign
objects, and foreign peoples.
This DBQ assignment is meant for students to view the issue of
immigration through various primary sources based on the
perceptions of different individuals and groups from the 1920s.
Using these primary sources, students will be introduced to
differing opinions on the issue of immigration during a time period
where racial tensions were high, and fear and paranoia ruled the
day.
2
The following documents
are meant for examination
purposes. As you look
over them, consider the
various perceptions of
immigration throughout
the 1920s. What was the
reasoning and motivations
behind these differing
beliefs? How did different
groups or individuals view
immigrants and
immigration? What did
these same individuals
and groups believe should
be done with immigrants?
How are their arguments
similar and different?
3
Picture Source: “Norfolk and Hester
Street’s” Photographer: J.S.
Johnston, 1898.
http://macaulay.cuny.edu/eportfolios/
friedlander12/demography-and-
residence-patterns/jewish-
demographics-and-residence-
patterns-2/emigration-to-the-us/
4
The “immigration problem,” so called, has
always been and always will be an economic
problem. There are many people who feel that
there is an inherent superiority in the Anglo-
Saxon race, that it has a better mind, greater
virtue, and a better reason for existence and
expansion than any other race. They insist
there are eugenic reasons for excluding
immigration from South and Central Europe;
they would preserve America for people of
Anglo-Saxon stock.
	 As an immigration official I presided over
Ellis Island for five years. During this time
probably a million immigrants arrived at the
port of New York. They were for the most part
poor. They had that in common with the early
immigrant. They had other qualities in
common. They were ambitious and filled with
hope. They were for the most part kindly and
moved by the same human and domestic
virtues as other peoples. And it is to me an
open question whether the “new immigration,”
if given a virgin continent, and the hope and
stimulus which springs from such opportunity,
would not develop the same qualities of mind
and of character that we assume to be the
Frederic C. Howe was appointed the
Commissioner of Immigration of the
Port City of New York between 1914
and 1919. Howe wrote prolifically on
social reforms and women’s suffrage.
He would later help to establish the
National Progressive League to
support the president candidacy of
Franklin D. Roosevelt.
Photo Source: “Frederic C. Howe”
http://spartacus-educational.com/
Frederic_C_Howe.htm
As you read this excerpt from Howe’s “The Alien,” think about the way in which
Howe describes the immigrants he witnessed during his time as
Commissioner.
1. What is the author’s perspective on the root of the immigration problem is?
2. How does the author address other perspectives on immigration?
3. What comments is he making overall on the point of view of immigrants in
America?
Except from Fredric C. Howe’s, “The Alien,” in
H.E Stern’s, ed., Civilization in the united
States: An Inquiry by Thirty Americas, 1992.
Source:http://americainclass.org/sources/
becomingmodern/divisions/text7/
5
Video source: Felix the Cat: all Puzzled
https://archive.org/details/Felix_AllPuzzled_NoAudio
Felix the Cat: All Puzzled
The beloved Felix the Cat
debuted his silent acting
career in a 1919 cartoon.
Throughout the1920s and up
until the 1940s, Felix
cartoons were wildly popular
with the American public.
While you are watching the
short film, try and figure out
what Felix is “saying” about
immigrants and foreigners in
general.
1.How are Russians
portrayed in this clip?
2.What does the answer to
the crossword indicate about
the American perception of
immigrants and foreigners?
3. In what ways would this
video affect the perceptions
of the American public?
Note: there is no audio in this film. 

It begins with 7 seconds of black screen
6
The Rising Tide of Color Against
White World Supremacy, 1920
[E]ven under even the most
favorable circumstances, we
are in for generations of racial
readjustment—an immense
travail [project/challenge],
essentially needless, since the
final product will probably not
measure up to the colonial
standard. We will probably
never (unless we adopt
positive eugenic measures) be
the race we might have been if
America had been reserved
for the descendants of the
Re-Forging America: The Story
of Our Nationhood, 1927
However, we know enough
about present-day America to
realize that it differs from the
America of 1914 fully as much
as the America of 1870 did
from America before the Civil
War. Happily, while the
America of 1870 had changed
for the worse, our America of
today is vastly improved.
Indeed, not since the nation’s
youthful days before 1850
have America’s prospects
been so bright as they are
Picture Sources: “Lothoro Stoddard”
http://www.toqonline.com/blog/lothrop-stoddard-and-the-rising-tide-of-color/
“The Rising Tide Of Color Against White World Supremacy”
http://en.wikipedia.org/wiki/The_Rising_Tide_of_Color_Against_White_World-Supremacy
Text Sources: “The Rising Tide of Color Against White World Supremacy, 1920”
“Re-Forging America: The Story of Our Nationhood, 1927”
http://americainclass.org/sources/becomingmodern/divisions/text7/colcomnativeforeign.pdf
Lothrop Stoddard wrote
The Rising Tide of Color
in 1920. Stoddard was a
supporter of eugenics
and argued that the
destruction of
Western civilization
began with the mixing of
races. His ideas about
racial purity would later
be held in high regard by
the National Socialist
Lothrop Stoddard
Read the excepts from Stoddards
theories on race and reflect on his
attitudes towards race.
1. What is the author’s perspective
on immigration?
2. How does he view America?
Immigrants?
3. What does he credit as positive
and effective in the life of
Americans?
7
Photo source: “We Can’t Digest the Scum” Billy Ireland (1919)
http://hti.osu.edu/sites/hti.osu.edu/files/styles/raw-image/public/
RedScare_50.jpg?itok=7kfE8iYn
After the Russian Revolution and the rise of
the Communist Bolsheviks in Russia,
capitalist Americans began to feed into the
idea that radical foreigners would attempt
to overthrow the government and capitalist
economy. America’s melting pot, or the idea
that mixed heritages were happily unified in
America, suddenly became an American
weak-point.The “red scare” of the 1920s
gave way to massive speculation over
communist tendencies in both foreigners
and American’s sympathetic to socialist
ideals.
Look at the political cartoon and try to determine the
meaning behind the images:
1. How does this comic portray immigration?
2. What words are included in the melting pot?
3. How do those words connect to immigration?
4. What is the melting pot a symbol for? How does this
cartoon change the meaning of the melting pot?
8
“America for the Americans,” Madison Grant,
The Forum, September 1925
America, like all other nations, must consider
immigration and its limitation solely from her
own standpoint. Her first duty is to herself and
to the people already here. No obligation or
duty what- ever in this connection is owing to
anyone else. Whether or not we should admit
any individual or racial group is a matter to be
determined solely by the interest and welfare of
Americans. Such is the national viewpoint. The
international viewpoint is that America should
share its prosperity and the wealth of its citizens
with the world at large and should admit
anyone who desires to come here. . . . The
aliens in our midst are not assimilated as it was
fatuously believed would be the case a few
decades ago, when the “Myth of the Melting
Pot” was enthusiastically accepted and
welcomed. Recent discussions in the press have
brought out clearly the fact that those who are
alien in race and religion have not
amalgamated with the native population. They
largely marry among them- selves, maintain
their religions and customs, and retain their
foreign connections and sympathies almost
without abatement. . . . We might as well
recognize the fact once for all that, with the
exception of individuals, the great mass of our
foreigners remain foreign and will so remain as
long as we allow them to recruit their numbers
from abroad. . . . Whether the foreigners
remain in separate colonies, or whether they
Photo source:”Madison Grant” found in “Our Vanishing Wildlife: Its Extermination and
Preservation” William T. Hornaday (1913).
http://www.gutenberg.org/files/13249/13249-h/images/img77a.jpgText
Text source: “America for the Americans,” Madison Grant, The Forum, September (1925).
http://americainclass.org/sources/becomingmodern/divisions/text7/
colcomnativeforeign.pdf
Madison Grant
Madison Grant was a prominent
conservationist and eugenicist
throughout the 1920s and 1930s. He
wrote the infamous book, “The
Passing of the Great Race” in 1916
in an attempt to highlight the need
for European racial purity. Grant
championed eugenics, or the belief
and practice of improving the
genetic quality of the human race, as
a means of maintaining white
supremacy.
Read Grant’s short essay and then
answer the following questions:
1. What does Grant believe about
the melting pot analogy?
2. What is his view on immigrants?
3. What does he believe immigrants
do?
4. According to Grant, how do
immigrants fit into society?
9
“In the past twenty-five years an innumerable host has crossed the
ocean in the steerage quarters of the great, trans-Atlantic steamships,
and landed on our shores, making America the dumping ground for
every class of criminals and other undesirables. They have come out
from old religious and political dynasties, as truly pagan as those of
India and China, where the heathen in their blindness and superstition
bow down to gods of wood and stone. What respect have these
persons for our laws? or what appreciation for the great achievements
wrought out by the hands of toil and sacrifice? They have taken
advantage of our hospitality, monopolized our American industries, and
carried the spoils back across the seas. In some places—of which
New York is a good example—under the leadership of corrupt
politicians they have captured the government and subsidized it to
their own purposes. Such persons are only waiting for the opportunity
to substitute the green, yellow, or red flag for the Stars and Stripes. 

- Alma White, Founder of the Pillar of Fire Church in Denver, Colorado
Alma White was the founder of the Pillar of Fire Church in Denver,
Colorado. White was famous for her connections with the Ku Klux
Klan and often attended Klan functions with her church members.
She published a monthly publication called The Good Citizen
and wrote many pamphlets in direct support of the Ku Klux Klan’s
agenda of intolerance and white supremacy.
Photo source: “The Ku Klux Klan in Prophecy” Alma White (1925)
http://upload.wikimedia.org/wikipedia/en/0/0f/Kkkinprophecy.jpg
Text source: “Heroes of the Fiery Cross” Alma White (1928)
http://americainclass.org/sources/becomingmodern/divisions/text7/
colcomnativeforeign.pdf
Questions to answer:
1. What are the main complaints addressed in this paragraph?
2. What does White accuse immigrants of doing to America?
3. What does white suggest is the immigrant ‘agenda?’
! ! ! !
10
Does Americanization Americanize? Gino Sperenza, The
Atlantic, (1920)
This nation has two functions in history and toward mankind:
first, to disseminate principles of democracy, freedom, and
humanity among all men throughout the world; and, second,
to be a nation characteristically American from top to
bottom. It is this latter function that we have sacrificed — if
not seriously endangered — by our policy and desire of
forcing quick or accelerated Americanization, be it political
or spiritual. The present ‘drive’ has already brought forth a
number of bills in Congress which, in effect, would compel
aliens, after a certain length of residence, to become
‘citizens’ or leave the country.
Yet the more ‘raw’ citizens (if I may use the term) you take
in, helping the process by a veneer of Americanization, the
more you threaten our characteristically American form of
democracy. ‘If we believe,’ as I said several years ago
before the American Academy of Political Science, ‘in the
great system of self-government developed and stubbornly
fought for by the English people through centuries of training
and struggle, we may fairly claim that its continuance and
stability will depend on a citizenship attached to and
understanding its spirit and history and in sympathy with its
political ideals,’ ‘We want and must have real spiritual
allegiance; we want and must have only such citizens as
think in terms of American life.’
As the finest contemporary exponent of America said, in his
American Ideals, there is ‘one quality that we must bring to
the solution of every problem, that is, an intense and fervid
Americanism.’ Even in the great struggle now going on
between capital and labor, ‘the outcome,’ as President
Gino Sperenza was a lawyer and journalist
who focused much of his career on serving
the Italian immigrants of New York. His later
years were spent developing his theories of
what it meant to be American and how the
idea of Americanism affected the recent influx
of immigrants during the 1920s.
After reading the selection, answer the
following questions:
1. What is Sperenza’s general feeling towards
immigrants?
2. How would he address the issue of
excessive immigration?
3. Does Sperenza feel that americanization
works in terms of assimilating immigrants?
Text Source: Does Americanization Americanize? Gino
Sperenza, The Atlantic, (1920)
http://www.theatlantic.com/magazine/archive/1920/02/
does-americanization-americanize/309208/
11
The following are posters promoting free English
classes in Manhattan’s Lower East Side. The
poster promotes the concept of
‘Americanization,’ in which immigrants were
encouraged to share American values, beliefs,
and customs. Learning English was an attempt
by immigrants to assimilate into American
culture.
1.How might these posters be useful to newly
arrived immigrants? How might these posters be
harmful to newly arrived immigrants?
2.How do these posters explain the American
perception of immigrants? What assumptions do
they make?
3.What are the potential pros and cons of
Americanization?
Photo(s) Source: “Learn English” Posters http://
digitalgallery.nypl.org/nypldigital/dgkeysearchdetail.cfm?
trg=1&strucID=247442&imageID=434264&total=37&num=20
&word=Tompkins%20square
%20&s=1&notword=&d=&c=&f=&k=1&lWord=&lField=&sSc
ope=&sLevel=&sLabel=&sort=&imgs=20&pos=22&e=w
English
Learn English posters
12
Herbert Hoover
The Johnson-Reed Act of 1924 was
the primary immigration reform of
the 1920s. The act called to limit the
number of immigrants entering the
United States. Quotas were set and
provided visa to a limited total
number of people from each
nationality represented in the 1890
census. Asian immigrants, however,
were completely excluded from the
quota. The following proclamation
was issued by Herbert Hoover re-
affirming the Johnson Reed Act of
1924.
A Proclamation, Herbert Hoover 1929
Whereas it is provided in the act of
Congress approved May 26, 1924,
entitled "An act to limit the
immigration of aliens into the United
States, and for other purposes" that
"The annual quota of any nationality
shall be two per centum of the
number of foreign-born individuals of
such nationality resident in continental
United States as determined by the
United States Census of 1890, but the
minimum quota of any nationality
shall be 100 (Sec. 11 a). . . . "The
Secretary of State, the Secretary of
Commerce, and the Secretary of
Labor, jointly, shall, as soon as
feasible after the enactment of this
act, prepare a statement showing the
number of individuals of the various
nationalities resident in continental
United States as determined by the
United States Census of 1890, which
statement shall be the population
basis for the purposes of subdivision
(a) of section 11 (Sec. 12 b). "Such
officials shall, jointly, report annually
to the President the quota of each
nationality under subdivision (a) of
section 11, together with the
statements, estimates, and revisions
Text source: “Proclamation 1872-Limiting the Immigration of Aliens into the United States
on the Basis of National Origin,” Herbert Hoover, (March 22nd, 1929)
http://www.presidency.ucsb.edu/ws/?pid=21838
Photo Source: “Herbert Hoover”
http://media-1.web.britannica.com/eb-media/72/1272-004-4C7530A2.jpg
1. Which countries are excluded from the list? Which countries are
included on the list?
2. What are similarities and differences between the countries listed?
Who is allowed more people, and who is not allowed very many
people?
3. What does the passage of all these quota indicate about the
American government’s attitude towards immigration?
13
Photo sources: “The Arrival”
http://teacher.scholastic.com/
activities/immigration/tour/stop2.htm
“Forging Our Legacy”
http://www.cic.gc.ca/english/
resources/publications/legacy/
chap-4.asp
What we Learned: A Reflection
We have learned a lot about teaching history as well as history itself through this DBQ
project.  First off, we were reminded about how vast history is and how deep you can
go with a topic.  Our topic developed and changed over the course of the semester,
but it always stayed within the realm of America in the 1920’s.  The reason we
switched around so much was because we realized there was so much going on in the
1920’s in America and had to decide on a corner to focus on. We eventually decided
upon views of immigration in the 1920’s in America, not only because there are a lot
of primary sources on the topic but also because it directly connects to the hot
contemporary topic of views of immigration today in America.
Some difficulties we encountered were sifting through all the primary sources out
Ceci Brunning AboutMe


Complete iBook available
free at iTunes
FROM - EXPLORING
HISTORY: VOL II
This eBook is a collaborative project of Peter Pappas 

and his Fall 2014 Social Studies Methods Class 

School of Education ~ University of Portland, Portland Ore.
Graduate and undergraduate level pre-service teachers were assigned the
task of developing an engaging research question, researching supportive
documents and curating them into a DBQ suitable for middle or high
school students.
For more on this class, visit the course blog EdMethods 

For more on the assignment and work flow tap here.




Chapters in chronological order
1. The American Revolution by Scott Deal
2. The Pig War by Andy Saxton
3. Cesspool of Savagery by Michelle Murphy
4. Chemical War by Erik Nelson
5. Americans’ Perceptions of Immigration 

in the 1920s by Ceci Brunning and Jenna Bunnell
6. The New Deal and the Art of Public Persuasion 

by Kari VanKommer
7. Combat Soldiers in Context by Kristi Anne McKenzie
8. The Marshall Plan: Altruism or Pragmatism? 

by Sam Kimerling
9. Little Rock Nine: Evaluating Historical Sources 

by Christy Thomas
10. First Ladies as a Political Tool by Emily Strocher
EXPLORING HISTORY: VOL II
xv
Engaging questions and historic
documents empower students to be
the historian in the classroom.
Cover image: Replica of old French globe

Date:1 January 1, 2013

Petar Milošević
Peter Pappas, editor 

School of Education ~ University of Portland
His popular blog, Copy/Paste features downloads of his instructional
resources, projects and publications. Follow him at Twitter @edteck.
His other multi-touch eBooks are available at here. For an example of
one of his eBook design training workshops tap here.
CC BY-NC 3.0 Peter Pappas, Ceci Brunning and Jenna Bunnell 2014
The authors take copyright infringement seriously. If any copyright holder has
been inadvertently or unintentionally overlooked, the publisher will be pleased to
remove the said material from this book at the very first opportunity.
xviSource

More Related Content

What's hot

Post WWI American Society & Economy
Post WWI American Society & EconomyPost WWI American Society & Economy
Post WWI American Society & Economy
Villa Santa Maria
 
Unit 2 powerpoint (Immigration and Industrialization)
Unit 2 powerpoint (Immigration and Industrialization)Unit 2 powerpoint (Immigration and Industrialization)
Unit 2 powerpoint (Immigration and Industrialization)
Crosswinds High School
 
American Imperialism
American ImperialismAmerican Imperialism
American Imperialism
Villa Santa Maria
 
The cold war
The cold warThe cold war
The cold war
Nikki Gerhardi
 
Nationalism & Revolutions 1800s
Nationalism & Revolutions 1800sNationalism & Revolutions 1800s
Nationalism & Revolutions 1800s
Mr.J
 
Imperialism and industrialization in japan and china
Imperialism and industrialization in japan and chinaImperialism and industrialization in japan and china
Imperialism and industrialization in japan and china
mgdean
 
Italian and German Unification
Italian and German UnificationItalian and German Unification
Italian and German Unification
Paqui Sánchez
 
Gilded Age!
Gilded Age!Gilded Age!
Gilded Age!
guest5765b4
 
Causes of The American Revolution 2
Causes of The American Revolution 2Causes of The American Revolution 2
Causes of The American Revolution 2
jimmles
 
Chapter 18 PPT
Chapter 18 PPTChapter 18 PPT
Chapter 18 PPT
ezasso
 
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERRORCAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR
George Dumitrache
 
27 gennaio 2012 giornata della memoria
27 gennaio 2012  giornata della memoria27 gennaio 2012  giornata della memoria
27 gennaio 2012 giornata della memoria
corsoddd
 
The Revolutions of 1848
The Revolutions of 1848The Revolutions of 1848
The Revolutions of 1848
Tom Richey
 
22.4 nationalism threatens old empires
22.4  nationalism threatens old empires22.4  nationalism threatens old empires
22.4 nationalism threatens old empires
MrAguiar
 
Revolutions of 1848
Revolutions of 1848Revolutions of 1848
Revolutions of 1848
AMSimpson
 
The rise of fascism
The rise of fascismThe rise of fascism
The rise of fascism
Hannah Merrett
 
Age Of Exploration And Conquest Mckay 15 2&3
Age Of Exploration And Conquest Mckay 15 2&3Age Of Exploration And Conquest Mckay 15 2&3
Age Of Exploration And Conquest Mckay 15 2&3
Dave Budt
 
The monroe doctrine
The monroe doctrineThe monroe doctrine
The monroe doctrine
witchtacular
 
James K Polk
James K PolkJames K Polk
James K Polk
jon gonsiewski
 
Unit 12 - FAscism and Nazism
Unit 12 - FAscism and NazismUnit 12 - FAscism and Nazism
Unit 12 - FAscism and Nazism
Ana Arias Castro
 

What's hot (20)

Post WWI American Society & Economy
Post WWI American Society & EconomyPost WWI American Society & Economy
Post WWI American Society & Economy
 
Unit 2 powerpoint (Immigration and Industrialization)
Unit 2 powerpoint (Immigration and Industrialization)Unit 2 powerpoint (Immigration and Industrialization)
Unit 2 powerpoint (Immigration and Industrialization)
 
American Imperialism
American ImperialismAmerican Imperialism
American Imperialism
 
The cold war
The cold warThe cold war
The cold war
 
Nationalism & Revolutions 1800s
Nationalism & Revolutions 1800sNationalism & Revolutions 1800s
Nationalism & Revolutions 1800s
 
Imperialism and industrialization in japan and china
Imperialism and industrialization in japan and chinaImperialism and industrialization in japan and china
Imperialism and industrialization in japan and china
 
Italian and German Unification
Italian and German UnificationItalian and German Unification
Italian and German Unification
 
Gilded Age!
Gilded Age!Gilded Age!
Gilded Age!
 
Causes of The American Revolution 2
Causes of The American Revolution 2Causes of The American Revolution 2
Causes of The American Revolution 2
 
Chapter 18 PPT
Chapter 18 PPTChapter 18 PPT
Chapter 18 PPT
 
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERRORCAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR
 
27 gennaio 2012 giornata della memoria
27 gennaio 2012  giornata della memoria27 gennaio 2012  giornata della memoria
27 gennaio 2012 giornata della memoria
 
The Revolutions of 1848
The Revolutions of 1848The Revolutions of 1848
The Revolutions of 1848
 
22.4 nationalism threatens old empires
22.4  nationalism threatens old empires22.4  nationalism threatens old empires
22.4 nationalism threatens old empires
 
Revolutions of 1848
Revolutions of 1848Revolutions of 1848
Revolutions of 1848
 
The rise of fascism
The rise of fascismThe rise of fascism
The rise of fascism
 
Age Of Exploration And Conquest Mckay 15 2&3
Age Of Exploration And Conquest Mckay 15 2&3Age Of Exploration And Conquest Mckay 15 2&3
Age Of Exploration And Conquest Mckay 15 2&3
 
The monroe doctrine
The monroe doctrineThe monroe doctrine
The monroe doctrine
 
James K Polk
James K PolkJames K Polk
James K Polk
 
Unit 12 - FAscism and Nazism
Unit 12 - FAscism and NazismUnit 12 - FAscism and Nazism
Unit 12 - FAscism and Nazism
 

Viewers also liked

Combat Soldiers in Context by Kristi Anne McKenzie
Combat Soldiers in Context by Kristi Anne McKenzieCombat Soldiers in Context by Kristi Anne McKenzie
Combat Soldiers in Context by Kristi Anne McKenzie
Peter Pappas
 
Unit 3
Unit 3Unit 3
Unit 3
MrG
 
Industrialism
IndustrialismIndustrialism
Industrialism
Emily Holmes
 
Industrialism
IndustrialismIndustrialism
Industrialism
tboggs
 
The Growth Of Industrialism
The Growth Of IndustrialismThe Growth Of Industrialism
The Growth Of Industrialism
Emily Holmes
 
First Ladies as a Political Tool by Emily Strocher
First Ladies as a Political Tool by Emily StrocherFirst Ladies as a Political Tool by Emily Strocher
First Ladies as a Political Tool by Emily Strocher
Peter Pappas
 
Dbq
DbqDbq
The Growth of Industrialism
The Growth of IndustrialismThe Growth of Industrialism
The Growth of Industrialism
kuhnb61
 
The growth of industrialism
The growth of industrialismThe growth of industrialism
The growth of industrialism
Emily Holmes
 
Presentation1immigration
Presentation1immigrationPresentation1immigration
Presentation1immigration
khall312
 
Ellis Island
Ellis IslandEllis Island
Ellis Island
jane111
 
The Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
The Marshall Plan: Altruism or Pragmatism? by Samuel KimerlingThe Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
The Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
Peter Pappas
 
Ellis Island and Angel Island Experience
Ellis Island and Angel Island ExperienceEllis Island and Angel Island Experience
Ellis Island and Angel Island Experience
husky2311
 
The New Deal and the Art of Public Persuasion by Kari VanKommer
The New Deal and the Art of Public Persuasion by Kari VanKommerThe New Deal and the Art of Public Persuasion by Kari VanKommer
The New Deal and the Art of Public Persuasion by Kari VanKommer
Peter Pappas
 
The Harlem Renaissance by Monica Portugal
The Harlem Renaissance by Monica PortugalThe Harlem Renaissance by Monica Portugal
The Harlem Renaissance by Monica Portugal
Peter Pappas
 
Roaring twenties pp pres
Roaring twenties pp presRoaring twenties pp pres
Roaring twenties pp pres
Sandra Waters
 
Economic Reform in the Progressive Era
Economic Reform in the Progressive EraEconomic Reform in the Progressive Era
Economic Reform in the Progressive Era
jredeker
 
Cultural achievements of the 1920's 2010
Cultural achievements of the 1920's 2010Cultural achievements of the 1920's 2010
Cultural achievements of the 1920's 2010
Joseph Fuertsch
 
Economic reforms
Economic reformsEconomic reforms
Economic reforms
Mamta Madhotra
 
Parts of news papers and its meaning
Parts of news papers and its meaningParts of news papers and its meaning
Parts of news papers and its meaning
Emilyn Mapalo
 

Viewers also liked (20)

Combat Soldiers in Context by Kristi Anne McKenzie
Combat Soldiers in Context by Kristi Anne McKenzieCombat Soldiers in Context by Kristi Anne McKenzie
Combat Soldiers in Context by Kristi Anne McKenzie
 
Unit 3
Unit 3Unit 3
Unit 3
 
Industrialism
IndustrialismIndustrialism
Industrialism
 
Industrialism
IndustrialismIndustrialism
Industrialism
 
The Growth Of Industrialism
The Growth Of IndustrialismThe Growth Of Industrialism
The Growth Of Industrialism
 
First Ladies as a Political Tool by Emily Strocher
First Ladies as a Political Tool by Emily StrocherFirst Ladies as a Political Tool by Emily Strocher
First Ladies as a Political Tool by Emily Strocher
 
Dbq
DbqDbq
Dbq
 
The Growth of Industrialism
The Growth of IndustrialismThe Growth of Industrialism
The Growth of Industrialism
 
The growth of industrialism
The growth of industrialismThe growth of industrialism
The growth of industrialism
 
Presentation1immigration
Presentation1immigrationPresentation1immigration
Presentation1immigration
 
Ellis Island
Ellis IslandEllis Island
Ellis Island
 
The Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
The Marshall Plan: Altruism or Pragmatism? by Samuel KimerlingThe Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
The Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
 
Ellis Island and Angel Island Experience
Ellis Island and Angel Island ExperienceEllis Island and Angel Island Experience
Ellis Island and Angel Island Experience
 
The New Deal and the Art of Public Persuasion by Kari VanKommer
The New Deal and the Art of Public Persuasion by Kari VanKommerThe New Deal and the Art of Public Persuasion by Kari VanKommer
The New Deal and the Art of Public Persuasion by Kari VanKommer
 
The Harlem Renaissance by Monica Portugal
The Harlem Renaissance by Monica PortugalThe Harlem Renaissance by Monica Portugal
The Harlem Renaissance by Monica Portugal
 
Roaring twenties pp pres
Roaring twenties pp presRoaring twenties pp pres
Roaring twenties pp pres
 
Economic Reform in the Progressive Era
Economic Reform in the Progressive EraEconomic Reform in the Progressive Era
Economic Reform in the Progressive Era
 
Cultural achievements of the 1920's 2010
Cultural achievements of the 1920's 2010Cultural achievements of the 1920's 2010
Cultural achievements of the 1920's 2010
 
Economic reforms
Economic reformsEconomic reforms
Economic reforms
 
Parts of news papers and its meaning
Parts of news papers and its meaningParts of news papers and its meaning
Parts of news papers and its meaning
 

Similar to Americans’ Perceptions of Immigration in the 1920s by Ceci Brunning and Jenna Bunnell

Immigration.social.work
Immigration.social.workImmigration.social.work
Immigration.social.work
John Wible
 
Surname 2NameCourseDate1. What is your earliest memory.docx
Surname 2NameCourseDate1. What is your earliest memory.docxSurname 2NameCourseDate1. What is your earliest memory.docx
Surname 2NameCourseDate1. What is your earliest memory.docx
mabelf3
 
Us History Essay Questions
Us History Essay QuestionsUs History Essay Questions
Us History Essay Questions
Paper Writing Services Reviews
 
(J) o ~ ~ -­~~ z_ m 0_3en°enZc .docx
(J) o ~ ~  -­~~ z_ m 0_3en°enZc .docx(J) o ~ ~  -­~~ z_ m 0_3en°enZc .docx
(J) o ~ ~ -­~~ z_ m 0_3en°enZc .docx
katherncarlyle
 
HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?
HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?
HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?
George Dumitrache
 
The Great Transatlantic Migrations - Brandon & Sean V
The Great Transatlantic Migrations - Brandon & Sean VThe Great Transatlantic Migrations - Brandon & Sean V
The Great Transatlantic Migrations - Brandon & Sean V
Kara Gleason
 

Similar to Americans’ Perceptions of Immigration in the 1920s by Ceci Brunning and Jenna Bunnell (6)

Immigration.social.work
Immigration.social.workImmigration.social.work
Immigration.social.work
 
Surname 2NameCourseDate1. What is your earliest memory.docx
Surname 2NameCourseDate1. What is your earliest memory.docxSurname 2NameCourseDate1. What is your earliest memory.docx
Surname 2NameCourseDate1. What is your earliest memory.docx
 
Us History Essay Questions
Us History Essay QuestionsUs History Essay Questions
Us History Essay Questions
 
(J) o ~ ~ -­~~ z_ m 0_3en°enZc .docx
(J) o ~ ~  -­~~ z_ m 0_3en°enZc .docx(J) o ~ ~  -­~~ z_ m 0_3en°enZc .docx
(J) o ~ ~ -­~~ z_ m 0_3en°enZc .docx
 
HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?
HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?
HISTORY YEAR 10: IMMIGRATION IN AMERICA, AN ISSUE?
 
The Great Transatlantic Migrations - Brandon & Sean V
The Great Transatlantic Migrations - Brandon & Sean VThe Great Transatlantic Migrations - Brandon & Sean V
The Great Transatlantic Migrations - Brandon & Sean V
 

More from Peter Pappas

Tech Tips for Teachers
Tech Tips for TeachersTech Tips for Teachers
Tech Tips for Teachers
Peter Pappas
 
Exploring History Vol V
Exploring History Vol VExploring History Vol V
Exploring History Vol V
Peter Pappas
 
Holocaust Losses: Jewish Population before and after WWII
Holocaust Losses: Jewish Population before and after WWIIHolocaust Losses: Jewish Population before and after WWII
Holocaust Losses: Jewish Population before and after WWII
Peter Pappas
 
Collectivization and Propaganda in Stalin's Soviet Union
Collectivization and Propaganda in Stalin's Soviet UnionCollectivization and Propaganda in Stalin's Soviet Union
Collectivization and Propaganda in Stalin's Soviet Union
Peter Pappas
 
The Nicaraguan Literacy Crusade
The Nicaraguan Literacy Crusade The Nicaraguan Literacy Crusade
The Nicaraguan Literacy Crusade
Peter Pappas
 
Imagination innovation space exploration
Imagination innovation space explorationImagination innovation space exploration
Imagination innovation space exploration
Peter Pappas
 
Holy Propaganda Batman!
Holy Propaganda Batman! Holy Propaganda Batman!
Holy Propaganda Batman!
Peter Pappas
 
The Real Romanovs: How media affects people’s perception of events
The Real Romanovs: How media affects people’s perception of eventsThe Real Romanovs: How media affects people’s perception of events
The Real Romanovs: How media affects people’s perception of events
Peter Pappas
 
Human Cost of Total War
Human Cost of Total WarHuman Cost of Total War
Human Cost of Total War
Peter Pappas
 
Mysterious Bronze age collapse
Mysterious Bronze age collapseMysterious Bronze age collapse
Mysterious Bronze age collapse
Peter Pappas
 
Five Ideas for Learning in the Digital Age
Five Ideas for Learning in the Digital AgeFive Ideas for Learning in the Digital Age
Five Ideas for Learning in the Digital Age
Peter Pappas
 
Examining the Ongoing Evolution of American Government by Eric Cole
Examining the Ongoing Evolution of American Government by Eric ColeExamining the Ongoing Evolution of American Government by Eric Cole
Examining the Ongoing Evolution of American Government by Eric Cole
Peter Pappas
 
The Lynching of Leo Frank by Jeff Smith
The Lynching of Leo Frank by Jeff SmithThe Lynching of Leo Frank by Jeff Smith
The Lynching of Leo Frank by Jeff Smith
Peter Pappas
 
Regulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
Regulation Through the Years by Chenoa Musillo Olson and Sarah WiekingRegulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
Regulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
Peter Pappas
 
Reconstruction in Political Cartoons by EmmaLee Kuhlmann
Reconstruction in Political Cartoons by EmmaLee KuhlmannReconstruction in Political Cartoons by EmmaLee Kuhlmann
Reconstruction in Political Cartoons by EmmaLee Kuhlmann
Peter Pappas
 
The Declaration of Independence by David Deis
The Declaration of Independence by David DeisThe Declaration of Independence by David Deis
The Declaration of Independence by David Deis
Peter Pappas
 
Samurai: Sources of Warrior Identity in Medieval Japan by Ben Heebner
Samurai: Sources of Warrior Identity in Medieval Japan by Ben HeebnerSamurai: Sources of Warrior Identity in Medieval Japan by Ben Heebner
Samurai: Sources of Warrior Identity in Medieval Japan by Ben Heebner
Peter Pappas
 
Pompeii by Caleb Wilson
Pompeii by Caleb WilsonPompeii by Caleb Wilson
Pompeii by Caleb Wilson
Peter Pappas
 
The Waco Horror by Alekz Wray
The Waco Horror by Alekz WrayThe Waco Horror by Alekz Wray
The Waco Horror by Alekz Wray
Peter Pappas
 
A Date of Infamy by Mollie Carter
A Date of Infamy by Mollie CarterA Date of Infamy by Mollie Carter
A Date of Infamy by Mollie Carter
Peter Pappas
 

More from Peter Pappas (20)

Tech Tips for Teachers
Tech Tips for TeachersTech Tips for Teachers
Tech Tips for Teachers
 
Exploring History Vol V
Exploring History Vol VExploring History Vol V
Exploring History Vol V
 
Holocaust Losses: Jewish Population before and after WWII
Holocaust Losses: Jewish Population before and after WWIIHolocaust Losses: Jewish Population before and after WWII
Holocaust Losses: Jewish Population before and after WWII
 
Collectivization and Propaganda in Stalin's Soviet Union
Collectivization and Propaganda in Stalin's Soviet UnionCollectivization and Propaganda in Stalin's Soviet Union
Collectivization and Propaganda in Stalin's Soviet Union
 
The Nicaraguan Literacy Crusade
The Nicaraguan Literacy Crusade The Nicaraguan Literacy Crusade
The Nicaraguan Literacy Crusade
 
Imagination innovation space exploration
Imagination innovation space explorationImagination innovation space exploration
Imagination innovation space exploration
 
Holy Propaganda Batman!
Holy Propaganda Batman! Holy Propaganda Batman!
Holy Propaganda Batman!
 
The Real Romanovs: How media affects people’s perception of events
The Real Romanovs: How media affects people’s perception of eventsThe Real Romanovs: How media affects people’s perception of events
The Real Romanovs: How media affects people’s perception of events
 
Human Cost of Total War
Human Cost of Total WarHuman Cost of Total War
Human Cost of Total War
 
Mysterious Bronze age collapse
Mysterious Bronze age collapseMysterious Bronze age collapse
Mysterious Bronze age collapse
 
Five Ideas for Learning in the Digital Age
Five Ideas for Learning in the Digital AgeFive Ideas for Learning in the Digital Age
Five Ideas for Learning in the Digital Age
 
Examining the Ongoing Evolution of American Government by Eric Cole
Examining the Ongoing Evolution of American Government by Eric ColeExamining the Ongoing Evolution of American Government by Eric Cole
Examining the Ongoing Evolution of American Government by Eric Cole
 
The Lynching of Leo Frank by Jeff Smith
The Lynching of Leo Frank by Jeff SmithThe Lynching of Leo Frank by Jeff Smith
The Lynching of Leo Frank by Jeff Smith
 
Regulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
Regulation Through the Years by Chenoa Musillo Olson and Sarah WiekingRegulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
Regulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
 
Reconstruction in Political Cartoons by EmmaLee Kuhlmann
Reconstruction in Political Cartoons by EmmaLee KuhlmannReconstruction in Political Cartoons by EmmaLee Kuhlmann
Reconstruction in Political Cartoons by EmmaLee Kuhlmann
 
The Declaration of Independence by David Deis
The Declaration of Independence by David DeisThe Declaration of Independence by David Deis
The Declaration of Independence by David Deis
 
Samurai: Sources of Warrior Identity in Medieval Japan by Ben Heebner
Samurai: Sources of Warrior Identity in Medieval Japan by Ben HeebnerSamurai: Sources of Warrior Identity in Medieval Japan by Ben Heebner
Samurai: Sources of Warrior Identity in Medieval Japan by Ben Heebner
 
Pompeii by Caleb Wilson
Pompeii by Caleb WilsonPompeii by Caleb Wilson
Pompeii by Caleb Wilson
 
The Waco Horror by Alekz Wray
The Waco Horror by Alekz WrayThe Waco Horror by Alekz Wray
The Waco Horror by Alekz Wray
 
A Date of Infamy by Mollie Carter
A Date of Infamy by Mollie CarterA Date of Infamy by Mollie Carter
A Date of Infamy by Mollie Carter
 

Recently uploaded

Allopathic M1 Srudent Orientation Powerpoint
Allopathic M1 Srudent Orientation PowerpointAllopathic M1 Srudent Orientation Powerpoint
Allopathic M1 Srudent Orientation Powerpoint
Julie Sarpy
 
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ..."DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
thanhluan21
 
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 SlidesWhat is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
Celine George
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
Celine George
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17
Celine George
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
Celine George
 
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdfASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
How to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POSHow to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POS
Celine George
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
DrRavindrakshirsagar1
 
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptxSD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
elwoodprias1
 
E-learning Odoo 17 New features - Odoo 17 Slides
E-learning Odoo 17  New features - Odoo 17 SlidesE-learning Odoo 17  New features - Odoo 17 Slides
E-learning Odoo 17 New features - Odoo 17 Slides
Celine George
 
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
Nguyen Thanh Tu Collection
 
FEELINGS AND EMOTIONS INSIDE OUT MOVIE.ppt
FEELINGS AND EMOTIONS INSIDE OUT MOVIE.pptFEELINGS AND EMOTIONS INSIDE OUT MOVIE.ppt
FEELINGS AND EMOTIONS INSIDE OUT MOVIE.ppt
JenezarieTarra1
 
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Murugan Solaiyappan
 
A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...
Association for Project Management
 
1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx
UmeshTimilsina1
 
The Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdfThe Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdf
luzmilaglez334
 
Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17
Celine George
 
FINAL MATATAG Kindergarten CG 2023 pdf
FINAL MATATAG Kindergarten CG 2023   pdfFINAL MATATAG Kindergarten CG 2023   pdf
FINAL MATATAG Kindergarten CG 2023 pdf
maricelrudela
 

Recently uploaded (20)

Allopathic M1 Srudent Orientation Powerpoint
Allopathic M1 Srudent Orientation PowerpointAllopathic M1 Srudent Orientation Powerpoint
Allopathic M1 Srudent Orientation Powerpoint
 
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ..."DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
 
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 SlidesWhat is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
 
How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
 
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdfASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
 
How to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POSHow to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POS
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
 
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptxSD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
 
E-learning Odoo 17 New features - Odoo 17 Slides
E-learning Odoo 17  New features - Odoo 17 SlidesE-learning Odoo 17  New features - Odoo 17 Slides
E-learning Odoo 17 New features - Odoo 17 Slides
 
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
 
FEELINGS AND EMOTIONS INSIDE OUT MOVIE.ppt
FEELINGS AND EMOTIONS INSIDE OUT MOVIE.pptFEELINGS AND EMOTIONS INSIDE OUT MOVIE.ppt
FEELINGS AND EMOTIONS INSIDE OUT MOVIE.ppt
 
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
 
A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...
 
1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx
 
The Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdfThe Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdf
 
Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17
 
FINAL MATATAG Kindergarten CG 2023 pdf
FINAL MATATAG Kindergarten CG 2023   pdfFINAL MATATAG Kindergarten CG 2023   pdf
FINAL MATATAG Kindergarten CG 2023 pdf
 

Americans’ Perceptions of Immigration in the 1920s by Ceci Brunning and Jenna Bunnell

  • 1. Designed by Ceci Brunning and Jenna Bunnell Photo source: “Immigrants at Ellis Island” The Roaring Twenties signaled an era in American history in which modernity and progress were at the forefront of every American mind. Business was booming in the post- AMERICANS’ PERCEPTIONS OF IMMIGRATION 
 IN THE 1920S
  • 2. Photo source: “Newly Arrived immigrants on Ellis Island” http://teacher.scholastic.com/ activities/immigration/tour/ stop3.htm World War era and the new consumer- based economy catered to an ever evolving society, which rejected traditional social norms and and embraced modern notions of cultural and social freedoms. The famous “Jazz Age” has been immortalized as an age of unabashed creativity and liberation all set to the tune of a sexy jazz rhythm in a neighborhood speakeasy. Of course, the image of the 1920s entrenched in the splendor of fictional characters like F. Scott Fitzgerald’s, Jay Gatsby and in famous residents of West Egg are romanticized visions of a society that was in all actuality full of social and economic disparities between American urban areas and American farmlands. Fear and paranoia swept through the more conservative epicenters of America, and many people experienced a period of backlash against social change, foreign objects, and foreign peoples. This DBQ assignment is meant for students to view the issue of immigration through various primary sources based on the perceptions of different individuals and groups from the 1920s. Using these primary sources, students will be introduced to differing opinions on the issue of immigration during a time period where racial tensions were high, and fear and paranoia ruled the day. 2
  • 3. The following documents are meant for examination purposes. As you look over them, consider the various perceptions of immigration throughout the 1920s. What was the reasoning and motivations behind these differing beliefs? How did different groups or individuals view immigrants and immigration? What did these same individuals and groups believe should be done with immigrants? How are their arguments similar and different? 3 Picture Source: “Norfolk and Hester Street’s” Photographer: J.S. Johnston, 1898. http://macaulay.cuny.edu/eportfolios/ friedlander12/demography-and- residence-patterns/jewish- demographics-and-residence- patterns-2/emigration-to-the-us/
  • 4. 4 The “immigration problem,” so called, has always been and always will be an economic problem. There are many people who feel that there is an inherent superiority in the Anglo- Saxon race, that it has a better mind, greater virtue, and a better reason for existence and expansion than any other race. They insist there are eugenic reasons for excluding immigration from South and Central Europe; they would preserve America for people of Anglo-Saxon stock. As an immigration official I presided over Ellis Island for five years. During this time probably a million immigrants arrived at the port of New York. They were for the most part poor. They had that in common with the early immigrant. They had other qualities in common. They were ambitious and filled with hope. They were for the most part kindly and moved by the same human and domestic virtues as other peoples. And it is to me an open question whether the “new immigration,” if given a virgin continent, and the hope and stimulus which springs from such opportunity, would not develop the same qualities of mind and of character that we assume to be the Frederic C. Howe was appointed the Commissioner of Immigration of the Port City of New York between 1914 and 1919. Howe wrote prolifically on social reforms and women’s suffrage. He would later help to establish the National Progressive League to support the president candidacy of Franklin D. Roosevelt. Photo Source: “Frederic C. Howe” http://spartacus-educational.com/ Frederic_C_Howe.htm As you read this excerpt from Howe’s “The Alien,” think about the way in which Howe describes the immigrants he witnessed during his time as Commissioner. 1. What is the author’s perspective on the root of the immigration problem is? 2. How does the author address other perspectives on immigration? 3. What comments is he making overall on the point of view of immigrants in America? Except from Fredric C. Howe’s, “The Alien,” in H.E Stern’s, ed., Civilization in the united States: An Inquiry by Thirty Americas, 1992. Source:http://americainclass.org/sources/ becomingmodern/divisions/text7/
  • 5. 5 Video source: Felix the Cat: all Puzzled https://archive.org/details/Felix_AllPuzzled_NoAudio Felix the Cat: All Puzzled The beloved Felix the Cat debuted his silent acting career in a 1919 cartoon. Throughout the1920s and up until the 1940s, Felix cartoons were wildly popular with the American public. While you are watching the short film, try and figure out what Felix is “saying” about immigrants and foreigners in general. 1.How are Russians portrayed in this clip? 2.What does the answer to the crossword indicate about the American perception of immigrants and foreigners? 3. In what ways would this video affect the perceptions of the American public? Note: there is no audio in this film. 
 It begins with 7 seconds of black screen
  • 6. 6 The Rising Tide of Color Against White World Supremacy, 1920 [E]ven under even the most favorable circumstances, we are in for generations of racial readjustment—an immense travail [project/challenge], essentially needless, since the final product will probably not measure up to the colonial standard. We will probably never (unless we adopt positive eugenic measures) be the race we might have been if America had been reserved for the descendants of the Re-Forging America: The Story of Our Nationhood, 1927 However, we know enough about present-day America to realize that it differs from the America of 1914 fully as much as the America of 1870 did from America before the Civil War. Happily, while the America of 1870 had changed for the worse, our America of today is vastly improved. Indeed, not since the nation’s youthful days before 1850 have America’s prospects been so bright as they are Picture Sources: “Lothoro Stoddard” http://www.toqonline.com/blog/lothrop-stoddard-and-the-rising-tide-of-color/ “The Rising Tide Of Color Against White World Supremacy” http://en.wikipedia.org/wiki/The_Rising_Tide_of_Color_Against_White_World-Supremacy Text Sources: “The Rising Tide of Color Against White World Supremacy, 1920” “Re-Forging America: The Story of Our Nationhood, 1927” http://americainclass.org/sources/becomingmodern/divisions/text7/colcomnativeforeign.pdf Lothrop Stoddard wrote The Rising Tide of Color in 1920. Stoddard was a supporter of eugenics and argued that the destruction of Western civilization began with the mixing of races. His ideas about racial purity would later be held in high regard by the National Socialist Lothrop Stoddard Read the excepts from Stoddards theories on race and reflect on his attitudes towards race. 1. What is the author’s perspective on immigration? 2. How does he view America? Immigrants? 3. What does he credit as positive and effective in the life of Americans?
  • 7. 7 Photo source: “We Can’t Digest the Scum” Billy Ireland (1919) http://hti.osu.edu/sites/hti.osu.edu/files/styles/raw-image/public/ RedScare_50.jpg?itok=7kfE8iYn After the Russian Revolution and the rise of the Communist Bolsheviks in Russia, capitalist Americans began to feed into the idea that radical foreigners would attempt to overthrow the government and capitalist economy. America’s melting pot, or the idea that mixed heritages were happily unified in America, suddenly became an American weak-point.The “red scare” of the 1920s gave way to massive speculation over communist tendencies in both foreigners and American’s sympathetic to socialist ideals. Look at the political cartoon and try to determine the meaning behind the images: 1. How does this comic portray immigration? 2. What words are included in the melting pot? 3. How do those words connect to immigration? 4. What is the melting pot a symbol for? How does this cartoon change the meaning of the melting pot?
  • 8. 8 “America for the Americans,” Madison Grant, The Forum, September 1925 America, like all other nations, must consider immigration and its limitation solely from her own standpoint. Her first duty is to herself and to the people already here. No obligation or duty what- ever in this connection is owing to anyone else. Whether or not we should admit any individual or racial group is a matter to be determined solely by the interest and welfare of Americans. Such is the national viewpoint. The international viewpoint is that America should share its prosperity and the wealth of its citizens with the world at large and should admit anyone who desires to come here. . . . The aliens in our midst are not assimilated as it was fatuously believed would be the case a few decades ago, when the “Myth of the Melting Pot” was enthusiastically accepted and welcomed. Recent discussions in the press have brought out clearly the fact that those who are alien in race and religion have not amalgamated with the native population. They largely marry among them- selves, maintain their religions and customs, and retain their foreign connections and sympathies almost without abatement. . . . We might as well recognize the fact once for all that, with the exception of individuals, the great mass of our foreigners remain foreign and will so remain as long as we allow them to recruit their numbers from abroad. . . . Whether the foreigners remain in separate colonies, or whether they Photo source:”Madison Grant” found in “Our Vanishing Wildlife: Its Extermination and Preservation” William T. Hornaday (1913). http://www.gutenberg.org/files/13249/13249-h/images/img77a.jpgText Text source: “America for the Americans,” Madison Grant, The Forum, September (1925). http://americainclass.org/sources/becomingmodern/divisions/text7/ colcomnativeforeign.pdf Madison Grant Madison Grant was a prominent conservationist and eugenicist throughout the 1920s and 1930s. He wrote the infamous book, “The Passing of the Great Race” in 1916 in an attempt to highlight the need for European racial purity. Grant championed eugenics, or the belief and practice of improving the genetic quality of the human race, as a means of maintaining white supremacy. Read Grant’s short essay and then answer the following questions: 1. What does Grant believe about the melting pot analogy? 2. What is his view on immigrants? 3. What does he believe immigrants do? 4. According to Grant, how do immigrants fit into society?
  • 9. 9 “In the past twenty-five years an innumerable host has crossed the ocean in the steerage quarters of the great, trans-Atlantic steamships, and landed on our shores, making America the dumping ground for every class of criminals and other undesirables. They have come out from old religious and political dynasties, as truly pagan as those of India and China, where the heathen in their blindness and superstition bow down to gods of wood and stone. What respect have these persons for our laws? or what appreciation for the great achievements wrought out by the hands of toil and sacrifice? They have taken advantage of our hospitality, monopolized our American industries, and carried the spoils back across the seas. In some places—of which New York is a good example—under the leadership of corrupt politicians they have captured the government and subsidized it to their own purposes. Such persons are only waiting for the opportunity to substitute the green, yellow, or red flag for the Stars and Stripes. 
 - Alma White, Founder of the Pillar of Fire Church in Denver, Colorado Alma White was the founder of the Pillar of Fire Church in Denver, Colorado. White was famous for her connections with the Ku Klux Klan and often attended Klan functions with her church members. She published a monthly publication called The Good Citizen and wrote many pamphlets in direct support of the Ku Klux Klan’s agenda of intolerance and white supremacy. Photo source: “The Ku Klux Klan in Prophecy” Alma White (1925) http://upload.wikimedia.org/wikipedia/en/0/0f/Kkkinprophecy.jpg Text source: “Heroes of the Fiery Cross” Alma White (1928) http://americainclass.org/sources/becomingmodern/divisions/text7/ colcomnativeforeign.pdf Questions to answer: 1. What are the main complaints addressed in this paragraph? 2. What does White accuse immigrants of doing to America? 3. What does white suggest is the immigrant ‘agenda?’ ! ! ! !
  • 10. 10 Does Americanization Americanize? Gino Sperenza, The Atlantic, (1920) This nation has two functions in history and toward mankind: first, to disseminate principles of democracy, freedom, and humanity among all men throughout the world; and, second, to be a nation characteristically American from top to bottom. It is this latter function that we have sacrificed — if not seriously endangered — by our policy and desire of forcing quick or accelerated Americanization, be it political or spiritual. The present ‘drive’ has already brought forth a number of bills in Congress which, in effect, would compel aliens, after a certain length of residence, to become ‘citizens’ or leave the country. Yet the more ‘raw’ citizens (if I may use the term) you take in, helping the process by a veneer of Americanization, the more you threaten our characteristically American form of democracy. ‘If we believe,’ as I said several years ago before the American Academy of Political Science, ‘in the great system of self-government developed and stubbornly fought for by the English people through centuries of training and struggle, we may fairly claim that its continuance and stability will depend on a citizenship attached to and understanding its spirit and history and in sympathy with its political ideals,’ ‘We want and must have real spiritual allegiance; we want and must have only such citizens as think in terms of American life.’ As the finest contemporary exponent of America said, in his American Ideals, there is ‘one quality that we must bring to the solution of every problem, that is, an intense and fervid Americanism.’ Even in the great struggle now going on between capital and labor, ‘the outcome,’ as President Gino Sperenza was a lawyer and journalist who focused much of his career on serving the Italian immigrants of New York. His later years were spent developing his theories of what it meant to be American and how the idea of Americanism affected the recent influx of immigrants during the 1920s. After reading the selection, answer the following questions: 1. What is Sperenza’s general feeling towards immigrants? 2. How would he address the issue of excessive immigration? 3. Does Sperenza feel that americanization works in terms of assimilating immigrants? Text Source: Does Americanization Americanize? Gino Sperenza, The Atlantic, (1920) http://www.theatlantic.com/magazine/archive/1920/02/ does-americanization-americanize/309208/
  • 11. 11 The following are posters promoting free English classes in Manhattan’s Lower East Side. The poster promotes the concept of ‘Americanization,’ in which immigrants were encouraged to share American values, beliefs, and customs. Learning English was an attempt by immigrants to assimilate into American culture. 1.How might these posters be useful to newly arrived immigrants? How might these posters be harmful to newly arrived immigrants? 2.How do these posters explain the American perception of immigrants? What assumptions do they make? 3.What are the potential pros and cons of Americanization? Photo(s) Source: “Learn English” Posters http:// digitalgallery.nypl.org/nypldigital/dgkeysearchdetail.cfm? trg=1&strucID=247442&imageID=434264&total=37&num=20 &word=Tompkins%20square %20&s=1&notword=&d=&c=&f=&k=1&lWord=&lField=&sSc ope=&sLevel=&sLabel=&sort=&imgs=20&pos=22&e=w English Learn English posters
  • 12. 12 Herbert Hoover The Johnson-Reed Act of 1924 was the primary immigration reform of the 1920s. The act called to limit the number of immigrants entering the United States. Quotas were set and provided visa to a limited total number of people from each nationality represented in the 1890 census. Asian immigrants, however, were completely excluded from the quota. The following proclamation was issued by Herbert Hoover re- affirming the Johnson Reed Act of 1924. A Proclamation, Herbert Hoover 1929 Whereas it is provided in the act of Congress approved May 26, 1924, entitled "An act to limit the immigration of aliens into the United States, and for other purposes" that "The annual quota of any nationality shall be two per centum of the number of foreign-born individuals of such nationality resident in continental United States as determined by the United States Census of 1890, but the minimum quota of any nationality shall be 100 (Sec. 11 a). . . . "The Secretary of State, the Secretary of Commerce, and the Secretary of Labor, jointly, shall, as soon as feasible after the enactment of this act, prepare a statement showing the number of individuals of the various nationalities resident in continental United States as determined by the United States Census of 1890, which statement shall be the population basis for the purposes of subdivision (a) of section 11 (Sec. 12 b). "Such officials shall, jointly, report annually to the President the quota of each nationality under subdivision (a) of section 11, together with the statements, estimates, and revisions Text source: “Proclamation 1872-Limiting the Immigration of Aliens into the United States on the Basis of National Origin,” Herbert Hoover, (March 22nd, 1929) http://www.presidency.ucsb.edu/ws/?pid=21838 Photo Source: “Herbert Hoover” http://media-1.web.britannica.com/eb-media/72/1272-004-4C7530A2.jpg 1. Which countries are excluded from the list? Which countries are included on the list? 2. What are similarities and differences between the countries listed? Who is allowed more people, and who is not allowed very many people? 3. What does the passage of all these quota indicate about the American government’s attitude towards immigration?
  • 13. 13 Photo sources: “The Arrival” http://teacher.scholastic.com/ activities/immigration/tour/stop2.htm “Forging Our Legacy” http://www.cic.gc.ca/english/ resources/publications/legacy/ chap-4.asp What we Learned: A Reflection We have learned a lot about teaching history as well as history itself through this DBQ project.  First off, we were reminded about how vast history is and how deep you can go with a topic.  Our topic developed and changed over the course of the semester, but it always stayed within the realm of America in the 1920’s.  The reason we switched around so much was because we realized there was so much going on in the 1920’s in America and had to decide on a corner to focus on. We eventually decided upon views of immigration in the 1920’s in America, not only because there are a lot of primary sources on the topic but also because it directly connects to the hot contemporary topic of views of immigration today in America. Some difficulties we encountered were sifting through all the primary sources out Ceci Brunning AboutMe
  • 14. 
 Complete iBook available free at iTunes FROM - EXPLORING HISTORY: VOL II
  • 15. This eBook is a collaborative project of Peter Pappas 
 and his Fall 2014 Social Studies Methods Class 
 School of Education ~ University of Portland, Portland Ore. Graduate and undergraduate level pre-service teachers were assigned the task of developing an engaging research question, researching supportive documents and curating them into a DBQ suitable for middle or high school students. For more on this class, visit the course blog EdMethods 
 For more on the assignment and work flow tap here. 
 
 Chapters in chronological order 1. The American Revolution by Scott Deal 2. The Pig War by Andy Saxton 3. Cesspool of Savagery by Michelle Murphy 4. Chemical War by Erik Nelson 5. Americans’ Perceptions of Immigration 
 in the 1920s by Ceci Brunning and Jenna Bunnell 6. The New Deal and the Art of Public Persuasion 
 by Kari VanKommer 7. Combat Soldiers in Context by Kristi Anne McKenzie 8. The Marshall Plan: Altruism or Pragmatism? 
 by Sam Kimerling 9. Little Rock Nine: Evaluating Historical Sources 
 by Christy Thomas 10. First Ladies as a Political Tool by Emily Strocher EXPLORING HISTORY: VOL II xv Engaging questions and historic documents empower students to be the historian in the classroom.
  • 16. Cover image: Replica of old French globe
 Date:1 January 1, 2013
 Petar Milošević Peter Pappas, editor 
 School of Education ~ University of Portland His popular blog, Copy/Paste features downloads of his instructional resources, projects and publications. Follow him at Twitter @edteck. His other multi-touch eBooks are available at here. For an example of one of his eBook design training workshops tap here. CC BY-NC 3.0 Peter Pappas, Ceci Brunning and Jenna Bunnell 2014 The authors take copyright infringement seriously. If any copyright holder has been inadvertently or unintentionally overlooked, the publisher will be pleased to remove the said material from this book at the very first opportunity. xviSource