Students watch a video on the concept of the melting pot. Then, they examine statistics on immigration during the crucial period of the early 20th century. They learn some of the reasons for immigration and do research for a report on immigration from selected countries. Finally, they read and analyze the poem “The New Colossus.”
Students are introduced to early 20th-century immigration and the idea of the United States as a “melting pot.” They examine a World War II patriotic poster and write a brief definition of what “melting pot” means in this context. They then read an explanation of the melting pot metaphor and alternative metaphors such as “salad bowl” and “cultural mosaic,” and watch portions of The American Melting Pot: Our Nation’s Greatest Strength, an 11th-grade student video about American cultural diversity. After viewing, students post to a discussion wall explaining what view of the melting pot they would have shared if interviewed for the video.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will explore immigration patterns, reasons for immigration, and the meaning of the melting pot. Facilitate discussion of students’ definitions and wall posts, prompting them to connect their views—when appropriate—to their families’ experiences with immigration and assimilation. Recommend the article Melting Pots and Salad Bowls to advanced students who are ready to consider how attitudes have shifted from assimilationism to multiculturalism.
Students view an image of Ellis Island and examine a chart showing legal immigration to the United States over time. They record initial observations about immigration patterns in a table, then answer a multiple-choice question identifying the first decade in which immigration exceeded one million. Students read background text explaining how specific historical events and conditions in countries such as Italy, Russia, China, Mexico, and Armenia contributed to immigration waves. They then read The Rush of Immigrants to gain a fuller understanding of Progressive Era immigration and opposition to it, taking structured notes in a graphic organizer on immigration before 1880, similarities among new immigrants, living conditions, and resistance to immigration.
Teacher MovesPrompt students to share what they notice about the immigration chart, drawing out ideas about waves and spikes in immigration. Clarify that immigration patterns are linked to historical events and conditions in sending and receiving countries. Emphasize that students’ notes from the article will support their upcoming group reports on immigration. Before moving on, divide students into small groups and assign each group a country (e.g., Italy, Russia, Germany, Poland, Armenia, China, Mexico, Canada) for the next scene’s research.
Students view an image of the Statue of Liberty and use A Timeline Map of U.S. Immigration from 1820 to investigate where immigrants came from, focusing on total immigration and top sending countries by decade around 1900. Working in their assigned small groups, they research immigration from their specific country to the United States. They create a report that may include: a simple map locating the country relative to the United States; explanations of why and when immigration from that country rose, peaked, and declined; typical settlement locations and working conditions in the United States; and cultural contributions made by immigrants from that country. Groups post their reports to a discussion wall or share links to products created with online tools (e.g., Prezi, timeline tools, presentation software, or other approved formats). They then review other groups’ reports and discuss similarities and differences among immigrant experiences.
Teacher MovesSupport groups as they interpret the immigration timeline map and locate relevant decades and countries. Guide students in planning and organizing their country reports, ensuring they address reasons for migration, settlement patterns, conditions, and contributions. Encourage groups to examine other reports and discuss common themes and differences among immigrant groups; if time allows, have each group present its report to the whole class.
Students consider the famous lines engraved on the Statue of Liberty and then read the full poem The New Colossus to understand its complete message. They post to a discussion wall with a brief summary of the poem’s message, explain how it reflects the concept of the melting pot, and state the extent to which they agree or disagree with that message. Students then review classmates’ posts and respond to at least two with a question or positive comment to extend the discussion.
Teacher MovesHelp students interpret the poem by explaining that the title compares the Statue of Liberty to the ancient Colossus of Rhodes, which symbolized conquest and “pomp,” while Lazarus’s “New Colossus” symbolizes welcome for humble immigrants. Prompt students to consider how the poem’s ideal of welcoming “tired” and “poor” immigrants relates to historical and contemporary responses to immigration, noting that the ideal has not always matched government or individual actions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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