Homeward Bound: Immigration to America
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Homeward Bound: Immigration to America

grades:  High School (9-12) 

Lesson Summary:

Waves of Jewish immigrants from Europe travelled to America throughout the 1800’s and early 20th century. Many of our ancestors were part of this mass immigration, and this period marked the first time Western and Eastern European Jews interacted with each other. In this session, we will contextualize our own family’s Jewish journey to America and also highlight the beginnings of American Reform Judaism.


Enduring Understandings:

1. I am part of a Jewish family tree that goes all the way back to the Patriarchs and Matriarchs and includes Jews in every age and nation.
2. By understanding the challenges, choices, contributions, and opportunities our ancestors faced, and the similarities to my own, I can better choose how to live Jewishly today.
3. Learning about the history of my ancestors helps me better understand my own personal narrative and deeps my relationship with Judaism.
4. We are responsible for continuing the story of the Jewish people.
5. Being engaged in Jewish learning with my family allows me to explore important values and traditions that helped shaped my Jewish experience?

Essential Questions:

1. What motivated Jewish immigrants to move from their home countries to the United States?
2. What challenges did Jewish immigrants face when they came to America?
3. How can studying Jewish history help me in my everyday life?

Be Inspired:The ideas included are offered as starting points as you and your students explore, discover and live the lessons. Be sure to elicit and encourage student and parent participation, consistently reinforcing the value being addressed. Allow lessons to authentically develop and change based on engagement and interests.


Lesson Plan Components

For the educatorJewish Thought, Text, and Traditionsmore

Jewish every dayIncorporate Jewish Valuesmore

Materials and resourcesmore


Materials

I Went to America and I Took With Me Information Packets:
Groups will be given the choice of exploring one of six topics related to the Jewish Immigrant experience in America:

1. Emma Lazarus and the New Colossus
2. The Bintel Brief
3. Jewish Life on the Lower East Side
4. Leaving Home: Push and Pull Factors for Jewish Immigrants
5. Beginnings of Reform Judaism
6. Life as a Factory Worker in Early 20th century New York

Proceduremore

Set Induction (10 minutes)
Jewish immigrants to America brought with them ritual objects, traditions, and even values from their home countries. However, they often had to choose carefully what to bring when they came to America. They had limited room to pack, and not everything would be useful in their new home. What would you choose to bring? Choose five items that would help preserve your Jewish traditions and values in a new land, and explain your choices. (See “I Went to America and I Took With Me….”)

During:

The Immigrant Experience – Part One
Groups will be given the choice of exploring one of six topics related to the Jewish Immigrant experience in America:

1. Emma Lazarus and the New Colossus
2. The Bintel Brief
3. Jewish Life on the Lower East Side
4. Leaving Home: Push and Pull Factors for Jewish Immigrants
5. Beginnings of Reform Judaism
6. Life as a Factory Worker in Early 20th century New York


Each group will be provided a packet that includes information and material associated with each topic, as well as specific activities and discussion questions.

Groups will be told that they are responsible for becoming experts in their respective topics.

The Immigrant Experience – Part Two
Participants will be asked to form new groups that include experts of every topic that was research and discussed. Individuals will have the opportunity to share with their new group what they learned, using an activity/discussion guide that the facilitator will provide.

The Immigrant Experience – Part Three
The facilitator will explain that of the various resources our ancestors had to help them acclimate to America was the publication of the Jewish Daily Forward, which continues to be in publication today. In addition to news stories that we are accustomed to seeing in newspapers, it also included advice columns (such as the Bintel Brief) and sections describing the different customs one might encounter in America.

Each group will now not only have an expert on a specific topic, but will also have familiarity with the other topics. As a group, they are to design their own newspaper, selecting from the topics that have been explored and following the guide provided. These newspapers will be scanned and sent to all 5th grade families, with an optional activity guide to be completed at home, within one week of the program.

Closing Activity
Watch: “From Shtetl to Ellis Island – My Mother’s Immigration Story” (5 minutes).




abc5more





Explore, Discover, and More Extension and Reinforcement Activitiesmore

Music Connectionsmore


Evidence of Learningmore

Conclude with exit card question(s) - ask participants to answer on an index card:
What is one thing that you now know about Jewish Immigration to America?
What is one thing that you want to know more about Jewish immigration to America?
What is one thing that we discussed that you still have questions about or are interested in learning more about?

HOME AND COMMUNITY CONNECTIONSmore


Lesson Contributors

Rabbi PJ Schwartz, RJE

RESOURCES RELATED TO THIS PAGE:

HISTORYmore