5.3: Social and Cultural Trends / Short Story: Immigration

As you read this section, think about the Focus Question: What luxuries did cities offer to the middle class?

• Terms and People
• Note Taking (p.144): Chart
• Changing Roles for Women (p.145): How might new appliances like these have changed women's work and expectations?
• Checkpoint (p.145): How did consumption patterns change in the late nineteenth century?
• Thinking Critically (p.146): #1 & 2
• Checkpoint (p.148): What factors contributed to mass culture?
• Checkpoint (p.149): What new forms of entertainment began in the late nineteenth century?
• Section 3 Assessment: #2, 4, 5, 6
• Chapter Assessment (p.152): #1-5, 9 & 10
• Document-Based Assessment (p.153): #1-3

Homework: Write a short story about someone immigrating to America in the late 1800's.

Consider the following:

• Reason for immigration
• The journey to America
• Arrival at processing stations
• Life in the United States
• The process of adopting American culture
• Include descriptive details about the places in the story

A student-created documentary about the Sears Roebuck catalog:

More about writing a short story below...

Think about an immigrant [perhaps with their family] coming to America sometime in the late 1880s through possibly 1910.  Are you a man or woman?  An adult or a child?  Why are you coming to America?  Close your eyes and imagine being this person.  You look around. Whom and what do you see? What do you hear?  What are people doing? What confuses you about your new surroundings? What are you scared of?  What are you excited about?  Remember to include as many details as you can, so that you can share your observations in a story about that time in history.

• Characters:All characters must behave in realistic ways.
• Problem:The characters are involved in a dilemma that is realistic for that period.
• Description:Places and events are vividly described.
• Setting:The setting is a definite time in history and a very real place.
• Plot:Real events are mixed with fictional happenings. The plot makes sense and ends with a logical solution.
• Dialogue:The characters' words reflect what people knew and thought about in those times.

Be creative and start with some brainstorming.

Then move on to coming up with a "story arc" if possible:

Another way of looking at it:

• Brainstorm and outline your story.
• Rework your story to incorporate actual historical events
  
• Make sure it fits a "Story Arc" -- a problem to be solved and a resolution
• Peer Review:  Next week you will have at least one classmate read your story and write some notes/suggestions on your paper -- then have them sign next to their suggestions.  
• These suggestions can include spelling/grammar corrections, ideas to make the story better, or just feedback about the story in general.
• Students who leave feedback on a classmates paper [if I can read their signature and the feedback is valid] will receive Extra Credit.  
• If you get feedback from TWO of your classmates [or more], then YOU will get extra credit as well.
• Neatly rewrite your story utilizing your classmates feedback.  
• Keep your originals with classmate feedback to turn in with your finished story.