GOALS/ DESIRED RESULTS

In the spaces below, articulate your specific learning goals for your lesson. Through each
section, you should be addressing the question: what do you want students to KNOW and BE
ABLE TO DO as a result of this lesson?

1. Philosophy/ Broader Aims

Link your broader philosophy/ rationale for teaching this content area to the learning plan in
this specific lesson.
This lesson will allow students to consider the topic of immigration policy in America in the
late 19th century and the early 20th century. Students will examine late 19th and early 20th
century legislation regarding immigration as well as hear what two members of the legislative
branch thought about the idea of quotas as they related to the controversial Johnson-Reed
Immigration Act of 1924.
2. Standards *
State adopted student academic content standards and/ or Common Core State Standards that
are the target of student learning (List the number AND text of each standard that is being
addressed. If only a portion of a standard is being addressed, then only list or bold the part or
parts that are relevant.)
SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the
origin, credibility, point of view, authority, structure, context, and corroborative value of the
sources.

SS.H.5.9-12 Analyze the factors and historical context that influenced the perspectives of
people during different historical eras.

CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.

3. Learning Objectives *
Learning Objectives associated with the content standards. These should be clear, specific, and
measurable.
-Students should understand what the motivation behind these anti-immigrant laws and policies.
-Students should understand the history of legislation that led to the Johnson-Reed Act of 1924.

4. Essential Questions
What provocative, central question will foster inquiry and understanding—and serve as the
focus for this lesson? What big ideas do you want students to understand from this lesson?
Lessons within the same unit will typically have the same Essential Question(s).
-What drove anti-immigrant sentiment and what were the legislative consequences of that anti-
immigrant sentiment?
ASSESSMENT
In this section, articulate the task or evidence through which students will demonstrate the
desired understandings. In other words, how will you know students “got it” by the end of the
lesson?

5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of
assessment, both formative and summative, and what is being assessed

-Students will answer two questions regarding immigration following reading The New
Colossus.

-Students will answer questions following reading two primary sources.

-Students will discuss their answers to these questions with the class.

-The exit slip asks the question, “Did the Johnson-Reed Immigration Act of 1924 violate the
ideals set forth in The New Colossus? Why or why not?”

LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and the
step-by-step sequence of the lesson.

6. Instructional Resources and Materials *

Instructional resources and materials (including technology) used to engage students in
learning. If technology is used, be sure to indicate how it enhances the lesson.
The poem The New Colossus will play on YouTube. The students will also have the poem in
front of them on a piece of paper. By having the lyrics in front of the students prior to the audio
beginning should make understanding the lyrics easy for the students.
7. Instructional Strategies/ Learning Tasks *
Instructional strategies and learning tasks (including what you and the students will be doing)
that support diverse student needs. This step-by-step process should indicate how much time you
intend each segment to take and should be detailed enough that a substitute teacher could teach
your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the 5E
model; POE; etc.)
 What teacher and students will be doing Points of evaluation

Introduction: How will you introduce the lesson and engage

students (how will you get them interested, help them see the
relevance and purpose of the lesson)?

-When the students walk in, they will be handed a piece of paper Formative assessments to
with the text to the poem The New Colossus. A YouTube video check whether students
will then play with the audio of a person reading the poem. The understand what
students will answer two questions regarding the poem and share motivated anti-immigrant
their answer with a partner. sentiment and what
resulted as a consequence
10-12 minutes of that sentiment.

Lesson: What are the specific steps and sequence of the lesson?
How long do you anticipate each lesson segment taking?

-Lecture on what led to the Johnson-Reed Immigration Act 1924

and the impact of the legislation.

13-17 minutes

-Reading of two primary sources and answering questions.

20 minutes

-Sharing answers and group discussion.

5 minutes

Closure: How will you conclude the lesson? How will you bring
the lesson together for students to help them return to the bigger
purpose and big ideas of the lesson?

-An exit slip that asks, “Did the Johnson-Reed Immigration Act of
1924 violate the ideals set forth in The New Colossus? Why or
why not?”

5 minutes

8. Adaptations and Extensions

Describe accommodations for students with disabilities, adaptations for ELLs, extensions for
gifted learners, or other modifications to support learning for all students.
The poem The New Colossus is going to both be listened to and the text is going to be read.
9. References *
List citations for materials used.
Clancy, R. H. (1924, April). 68th Congress, 1st Session. Washington, DC. Retrieved from
https://sites.google.com/site/thefateoftheotherinushistory/1924-congressman-clancy-
speech---quotas-are--un-american

Durant Smith, E. (1924, April). 68th Congress, 1st Session. Washington, DC. Retrieved from
https://sites.google.com/site/thefateoftheotherinushistory/-shut-the-door----1924-speech-
by-ellisan-durant-smith

Lazarus, E. (2019, August 14). The New Colossus. Retrieved November 3, 2019, from
https://www.nps.gov/stli/learn/historyculture/colossus.htm.

Reece, L. G. (1920-1930). Ellison D. Smith, Senator of South Carolina. photograph,

Morgantown, WV. Retrieved from https://wvhistoryonview.org/catalog/032255

Robert H. Clancy of Mich. (1923). photograph, Washington, DC. Retrieved from

https://www.loc.gov/pictures/item/2016848462/

YouTube. (2010). The New Colossus - Emma Lazarus [Video File]. Retrieved from
https://www.youtube.com/watch?v=N0B9CitsfU0

10. Alignment
Reflect on how the lesson goals, assessment, and learning plan are aligned. How does the
learning plan provide students with opportunities to meet the lesson goals? How do assessments
enable students to demonstrate that they have met the lesson goals?
The students will understand through the two floor speeches what type of rhetoric was used by
those in favor of immigration and those opposed to immigration. Through these speeches and
the lecture students should understand how anti-immigrant sentiment led to several pieces of
legislation in the early 20th Century.
 The New Colossus

Not like the brazen giant of Greek fame,

With conquering limbs astride from land to land;

Here at our sea-washed, sunset gates shall stand

A mighty woman with a torch, whose flame

Is the imprisoned lightning, and her name

Mother of Exiles. From her beacon-hand

Glows world-wide welcome; her mild eyes command

The air-bridged harbor that twin cities frame.

"Keep, ancient lands, your storied pomp!" cries she

With silent lips. "Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!"

1. What are the ideals espoused in the Emma Lazarus’ poem The New Colossus?

2. Does America have an obligation to live up to those ideals?

 “It seems to me the point as to this measure—and I have been

so impressed for several years—is that the time has arrived

when we should shut the door. We have been called the

melting pot of the world. We had an experience just a few

years ago, during the great World War, when it looked as

though we had allowed influences to enter our borders that

were about to melt the pot in place of us being the melting

pot…Without offense, but with regard to the salvation of our

own, let us shut the door and assimilate what we have, and

let us breed pure American citizens and develop our own American resources. I am more

in favor of that than I am of our quota proposition. Of course, it may not meet the

approbation of the Senate that we shall shut the door—which I unqualifiedly and

unreservedly believe to be our duty—and develop what we have, assimilate and digest

what we have into pure Americans, with American aspirations, and thoroughly familiar

with the love of American institutions, rather than the importation of any number of men

from other countries. If we may not have that, then I am in favor of putting the quota

down to the lowest possible point, with every selective element in it that may be.”
Source: Speech by Ellison DuRant Smith, April 9, 1924, Congressional Record, 68th Congress, 1st Session
(Washington DC: Government Printing Office, 1924), vol. 65, 5961–5962.

What are the arguments that Senator Ellison DuRant Smith advances regarding the
quota system?
 “Since the foundations of the American

commonwealth were laid in colonial times over 300

years ago, vigorous complaint and more or less bitter

persecution have been aimed at newcomers to our

shores. Also, the congressional reports of about 1840

are full of abuse of English, Scotch, Welsh immigrants

as paupers, criminals, and so forth…The “Know-

Nothings,” lineal ancestors of the Ku-Klux Klan,

bitterly denounced the Irish and Germans as mongrels,

scum, foreigners, and a menace to our institutions, much as other great branches of the

Caucasian race of glorious history and antecedents are berated to-day. All are riff-raff,

unassimilables, “foreign devils,” swine not fit to associate with the great chosen

people—a form of national pride and hallucination as old as the division of races and

nations…In this bill we find racial discrimination at its worst—a deliberate attempt to

go back 84 years in our census taken every 10 years so that a blow may be aimed at

peoples of eastern and southern Europe, particularly at our recent allies in the Great

War—Poland and Italy…The racial discriminations of this bill are un-American… I

would be true to the principles for which my forefathers fought and true to the real

spirit of the magnificent United States of today. I cannot stultify myself by voting for the

present bill and overwhelm my country with racial hatreds and racial lines and

antagonisms drawn even tighter than they are today.

Source: Speech by Robert H. Clancy, April 8, 1924, Congressional Record, 68th Congress, 1st Session (Washington
DC: Government Printing Office, 1924), vol. 65, 5929–5932.

What is Congressman Robert Clancy’s objection to the bill? What does he believe the
bill is trying to accomplish?