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"Immigrant Sweat built Paper City" article from Sunday Republican newspaper
"Irish Immigration" article from the Greenfield Gazette and Franklin Herald newspaper
"Are We To Be Polanized?" article from the Greenfield Gazette and Courier newspaper
"Aliens in New England" article in Greenfield's Gazette and Courier newspaper
Excerpts from"Profiles of the Past An illustrated history of Ashburnham, Gardner Hubbardston,Templeton, Westminster, Winchendon"
Tide of Immigration article in The Gazette and Courier newspaper
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Summary and Objective
Students will understand that immigration has long been a controversial issue in the US, crossing time and ethnic boundaries.
"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!"
Teaching Plan
Step 1.
As a class, read the "The New Colossus" (Lazarus) poem aloud giving each student access to the poem in Microsoft Word on a laptop.
Step 2.
Discuss what the poem says about immigrants and the timeframe of the installment of the statue and the poem.
Step 3.
Watch the segment of the Statue of Liberty from America: The Story of US, a DVD from the History Channel. Provide students with online reference to the website for America (see link).
Step 4.
Provide access to the online collection of American Centuries website with the documents listed above. The articles talk about Eastern and Southern Europeean immigration from the period between the 2 World Wars, the early Irish Immigration and the later migration of Puerto Ricans.
Step 5.
Explain to students that a poem in two voices is a line by line or sentence by sentence comparison of two views of the same topic. We will read an example of a poem in two voices from "Joyful Noise: Poems for Two Voices" by Paul Fleischman. Using the Lazarus poem, students will find contrasting views from the primary documents and create a second voice for the words inscribed on the statue. Explain that words may be added to make a coherent statement or line of poetry.
Step 6.
Walking around the class, help student find words and phrases that contrast to the poem.
Step 7.
Share poems by having students pair up and read alternate lines.
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