Lessons
Give Me Your Huddled Masses: Emma Lazarus and Welcoming the Stranger
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS12.5.3
Analyze,
interpret, and evaluate
how conflict,
demographics,
movement, trade,
transportation,
communication, and
technology affect
humans’ sense of place.
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.Hist2.b.m
Explain patterns of change
over time in the community,
the state, the United States,
and the world.
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.8.23
Demonstrate an understanding of major social, political and economic developments
that took place in West Virginia during the second half of the nineteenth century.
-Explain the significance of increased immigration into the United States in the late
nineteenth century to West Virginia, including cultural and economic contributions of
immigrants, opportunities and struggles experienced by immigrants, increased racial
hostility and the effect of racial and ethnic diversity on national identity.
WV SS.US.15
Analyze the characteristics of cultural contributions of Native Americans, African
Americans, Hispanics and all immigrants (e.g., Germans, Italians, Irish, etc.) to the new nation.
WV SS.US.22
Demonstrate an understanding of changes that took place at the end of the 19th
Century in the United States.
-Assess the impact of urbanization and immigration on social, economic and political
aspects of society in the United States in the late nineteenth century (e.g., labor,
agriculture, ethnic neighborhoods, African Americans, immigrants, women and children).
WV SS.USC.17
Analyze the characteristics of cultural contributions of Native Americans, African
Americans, Hispanics and all immigrants (e.g., Germans, Italians, Irish, etc.).
WV SS.USC.24
Demonstrate an understanding of the industrialization and reform movements.
-Analyze the contributions of business, industry, and entrepreneurs in the late 19th/early
20th century.
-Compare and contrast the societal, economic and population shifts in the United States
in the late 19th century (e.g., Agrarian to Industrial, rural to urban, labor vs industry,
immigration, migration).
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS US2.16
Evaluate the reasons for and consequences of the rise in Asian, European and Latin American immigration to the United States in the late 19th and early 20th century, including the varied experiences of different individuals.
DC SS US2.17
Analyze the reasons for and consequence of rising nativism in the late 19th and early 20th centuries, including the passage of the Chinese Exclusion Act and the Immigration Act of 1924, and the role violence, discrimination and resistance had on the experiences of Asian, Italian, Jewish and other ethnic communities.
DC SS US2.18
Analyze the ways different immigrant communities resisted economic, social, and political oppression, including through labor activism and the establishment of community organizations.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS G2.6-8.2
Explain the geographic factors that influence the movement of groups of people in world history.
WA SS G1.9-10.2
Explain the causes and effects of voluntary and involuntary migration in the world.
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS USII.3.d
explaining the events, factors, and motivations that caused individuals and groups to migrate to the United States towards the end of the 19th century
VA SS USII.3.f
explaining how governmental actions including, but not limited to the Chinese Exclusion Act of 1882, caused harm to Chinese Americans and other immigrants
VA SS USII.3.g
explaining how various groups worked to alleviate the issues facing new immigrants and how immigrants advocated for themselves
VA SS VUS.10.b
examining and evaluating the motivations, contributions, and challenges immigrants to the United States faced before, during, and upon arrival
VA SS VUS.12.c
analyzing the effects of changes in immigration to the United States including, but not limited to the Immigration Act of 1918 and the Immigration Act of 1924
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.His.4.6-8
Analyze multiple factors that influenced the perspectives of people during different historical eras.
VT SS D2.His.4.9-12
Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
2022 Utah Core State Standards for Social Studies: 7-12 [See Full Text]
UT SS WG Standard 2.2
Students will explain push and pull factors causing voluntary and involuntary migration and the consequences created by the movement of people.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.20.c.23.A
identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
TX SS 113.41.d.6.a
analyze causes and effects of events and social issues such as immigration, Social Darwinism, the Scopes Trial, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women
TX SS 113.41.d.13
The student understands the causes and effects of migration and immigration on American society
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 8.39
Identify the push-pull factors for Irish and German immigrants, and describe the impact of their arrival in the U.S. prior to the Civil War.
TN SS US.07
Describe the differences between “old” and “new” immigrants, analyze the assimilation process for “new” immigrants, and determine the impacts of increased migration on American society, including:
• Angel Island • Competition for jobs
• Ellis Island • Rise of nativism
• Push and pull factors • Jacob Riis
• Ethnic clusters • Chinese Exclusion Act and Gentleman’s
• Jane Addams Agreement
TN SS WG.37
Define and give examples of economic, social, political, and environmental push and pull factors.
TN SS WG.38
Define and give examples of voluntary, forced, interregional, and intraregional migration patterns.
TN SS WG.39
Analyze past and present trends in human migration and the role of intervening obstacles and opportunities (e.g., economic, social, political, and environmental).
TN SS WG.40
Describe the impact and challenges of migration on both the sending and receiving countries
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:HI:6:3.1
Examine how the art, music and literature of our nation has been enhanced by groups, e.g., immigrants or abolitionists.
NH SS:HI:8:3.1
Examine how art, music and literature often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., manifest destiny, protest movements, or freedom of expression.
NH SS:HI:6:5.1
Examine the impact ethnic and religious groups have had on the development of the United States, e.g., the Irish or the Mormons.
NH SS:HI:6:5.3
Examine changes in the roles and lives of women and their impact on society, e.g., the family or the worlkplace.
NH SS:HI:6:5.4
Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese.
NH SS:HI:12:3.1
Evaluate how individuals have developed ideas that have profoundly affected American life, e.g., transcendentalism or relativism.
NH SS:HI:12:5.1
Explore the tensions between the values of unity and pluralism in defining national identity, e.g., the Puritans v Anne Hutchinson or the counter-culture vs. the silent majority.
NH SS:HI:12:5.3
Explore attitudes toward diversity held by and group and individuals, e.g., antebellum Southerners or Eleanor Roosevelt.
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.12.CivicsDP.5.a
Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.
NJ SS 6.1.12.HistoryUP.5.a
Using primary sources, relate varying immigrants' experiences to gender, race, ethnicity, or occupation.
2016 New York Social Studies Framework [See Full Text]
NY SS 8.2
Changing Society: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the Progressive movement and increased calls for reform.
NY SS 10.3
Causes and Effects of the Industrial Revolution: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major populations shifts and transformed economic and social systems.
NY SS 11.5
Industrialization and Urbanization (1870-1920): The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunitites, it also created societal problems that were addressed by a variety of reform efforts.
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 7.G.1.1
Explain how push-pull factors of forced and voluntary migrations have affected societies around the world.
NC SS AH.G.1.3
Explain the reasons for and effects of forced and voluntary migration on societies, individuals and groups over time.
NC SS WH.G.1.1
Explain the reasons for and effects of immigration, forced migration, slavery, and settlement on empires, societies, and indigenous populations around the world, now and in the past.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS US.6_12.1-6.E3.1
Explain the causes and consequences of the Industrial Revolution on American society.
ND SS US.6_12.1-6.E3.2
Explain the social, cultural, and economic impact of local, state, and federal government on American people.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 9-12.AH.10.
Immigration, internal migration and urbanization transformed Amerian life.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS USH.2.1
Evaluate the transformation of American society, economy, politics, and culture during the American Industrial Revolution.
OK SS USH.2.2.
Evaluate the efforts of major reform movements in addressing social issues.
2024 Oregon Social Studies Standards [See Full Text]
OR SS HS.G.MM.2
Analyze recent voluntary and forced migration patterns to identify and understand the push and pull factors and their effects on people and places.
OR SS HS.US.CH.2
Using primary sources from multiple perspectives, identify and analyze developments in the growth of the US economy, the changing role of government, and efforts of individuals and organizations attempting to reduce political, economic, and social inequalities in the 20th century.
OR SS HS.US.CE.11
Using primary source images, data, and documents, describe the causes of immigration to the United States and identify the domestic social and political responses to migration and immigration in the United States from the 19th century to the present.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.3.9.
Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914.
PA SS 8.4.6.
Identify and explain how individuals and groups made significant political and cultural contributions to world history.
PA SS 8.4.12.
Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
2022 Rhode Island Social Studies Standards [See Full Text]
RI SS6.1.2
Analyze the sources scholars use to study the past
RI SSHS.USII.1.4
Argue the influence industrialization had on second-wave immigration in the late 19th century, and the impacts of government responses
2023 South Dakota Social Studies Standards [See Full Text]
SD 7.SS.12.A
The student explains the reasons for and origins of those who immigrated to America before the Civil War, including the extent to which they assimilate, and opposition from the Know Nothing Party.
SD 8.SS.2.B
The student explains the reasons for and origins of those who immigrated to America after the Civil War and the extent to which they assimilated, including opposition to new immigration such as the Chinese Exclusion Act.
SD 8.SS.2.C
The student describes the challenges that accompanied industrialization and immigration.
SD SS 9-12.USH.13.A
The student explains the reasons for and origins of those who immigrated to America before the Civil War, including the extent to which they assimilated, and opposition from the Know Nothing Party.
SD SS 9-12.USH.15.B
The student explains the reasons for and origins of those who immigrated to America after the Civil War and the extent to which they assimilated, including the cultural and economic contributions of various immigrant groups in South Dakota and national opposition to new immigration such as the Chinese Exclusion Act.
SD SS 9-12.USH.15.C
The student describes the challenges that accompanied industrialization and immigration.
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.6-8.EUSH.14.
Interpret historical events from a variety of cultural perspectives, including but not limited to: Native Americans vs. settlers, Northerners vs. Southerners, and native citizens vs. immigrants
NV SS.6-8.EUSH.25.
Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties throughout early U.S. history.
NV SS.6-8.EUSH.26.
Assess the influence of cultural diffusion when diverse groups interact within early U.S. history.
NV SS.6-8.EUSH.27.
Investigate the ways in which individuals and groups build communities of respect, equity, and diversity throughout early U.S. history.
NV SS.6-8.EUSH.28.
Discuss the contributions of racially and ethnically diverse leaders to the advancement of our community and nation.
NV SS.6-8.EUSH.29.
Analyze the intellectual, cultural, religious, and artistic contributions of diverse individuals in early U.S. history.
NV SS.6-8.EUSH.38.
Explore the causes, motivations, and consequences of migration and immigration, both voluntary and forced, in early U.S. history, including but not limited to: Trail of Tears, western movement, Great Migration, various waves of immigration.
NV SS.9-12.WH.27.
Interpret the contributions of racially and ethnically diverse leaders to the advancement of our world.
NV SS.9-12.WH.28.
Analyze the intellectual, cultural, religious, and artistic contributions of diverse individuals to our modern world.
NV SS.9-12.US.31.
Analyze the intellectual, cultural, religious, and artistic contributions of diverse individuals to the U.S. to the modern world.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 8.97
Investigate the causes and effects of diverse ideologies on politics, society, and culture that are associated with immigration and migration.
NM SS 8.99.
Identify immigration and emigration factors that motivated groups to move to and within the United States during time periods of mass immigration.
NM SS 8.102.
Examine both sides in debate or academic discussion of politics in response to immigration.
NM SS 9-12.US.22.
Examine immigration policy in the United States.
NM SS 9-12.US.28.
Analyze social, political, and economic reasons groups migrated to and within the United States, including push and pull factors.
2019 Nebraska Social Studies Standards [See Full Text]
NE SS 6.4.3
Examine historical events from the perspetives of marginalized and underrepresented groups.
NE SS 7.4.3
Examine historical events from the perspetives of marginalized and underrepresented groups.
NE SS 8.4.3
Examine historical events from the perspetives of marginalized and underrepresented groups.
NE SS HS.1.2
Demonstrate meaningful civic participation by analyzing local, state, national, or international issues and policies.
NE SS HS.4.2
Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of history.
NE SS HS.4.2 (WLD)
Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of history.
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.H.9-12.3
Identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts
MT SS.H.9-12.7
Analyze how historical, cultural, soial, political, ideological, and economic contexts shape people's perspectives
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 9-12.AH.1.CC.B
Explain connetions among historial context and peoples' perspectives at the time in the United States' history.
MO SS 9-12.AH.1.CC.E
Analyze the causes and consequences of a speifi problem in United States' history post c. 1870 as well as the challenges and opportunities faced by those trying to address the problem.
MO SS 9-12.AH.1.G.B
Analyze how the physical and human characteristics of regions in the United States post C. 1870 connect to changing identity and culture.
2022 Mississippi Standards for the Social Studies [See Full Text]
MS SS USH2
Industrialization: Analyze industrialization and its impact on the United States in the late 19th and early 20th century.
MS SS USH3
Progressive Movement: Evaluate causes, goals, and outcomes of the Progressive Movement.
MS SS PAD.7
Evaluate the impact of industrialization of the living conditions of U.S. citizens.
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS U6.1.1
America at Century's End- compare and contrast the United States in 1800 with the United States in 1898, focusing on similarities and differences in population.
MI SS WHG6.1.2
Worldwide Migrations and Population Changes- analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations, including the impact of industrialism, imperialism, changing diets, and scientific advances.
MI SS USHG6.1.3
Urbanization- explain the causes and consequences of urbanization including different perspectives about the immigrant experience.
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS USI.T6.4.
Using primary source images, data, and documents, describe the causes of immmigration of Germans, the Irish, Italians, Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and the major roles of these immigrants in industrialization and the building of railroads.
2024 Alaska Social Studies Standards [See Full Text]
AK SS.9-12.19.1
Explain the causes, characteristics, and impact of human movement (migration, immigration, emigration) and settlement patterns at the local, national, and global scales.
AK SS.USH.3.19.1
Explain how massive immigration after 1870 led to new social patterns, conflicts, and ideas of national unity that developed amid growing cultural diversity.
2024 Alabama Course of Study: Social Studies [See Full Text]
AL SS 17
Analyze the push and pull factors contributing to the rapid growth of cities in the United States during the late nineteenth and early twentieth centuries.
AL SS 17b
Explain how various reform and reactionary movements emerged in response to the challenges of urbanization and immigration.
AL SS 17c
Investigate and recount the experiences of immigrant communities in urban America, including patterns of settlement, cultural assimilation, and origins of migration.
AL SS 3c
Explain why the 1920s comprised a period of significant social conflict as manifested by the Scopes trial, growth of the Ku Klux Klan, rise of nativist thinking, the Red Scare, and antisemitism.
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.C4.1
Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems.
AZ SS 6.H2.1
Evaluate the causes and effects of conflict and resolution among different societies and cultures.
AZ SS 6.H4.1
Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time.
AZ SS 7.C4.4
Explain challenges people face and opportunities they create in addressing local, regional, and global problems at variosu times and places.
AZ SS 7.H4.2
Evaluate the changing patterns of class, ethnic, racial, and gender structures and relations; consider immigration, migration, and social mobility.
AZ SS 8.C1.3
Analyze the influence of personal interests and perspectives when people address issues and problems in government and civil society.
AZ SS 8.H3.2
Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
AZ SS HS.C2.1
Explain the importance of individual participation in civic and political institutions.
AZ SS HS.H4.1
Examine how historically marginalized groups have affected change on political and social institutions.
2022 Arkansas Social Studies Standards [See Full Text]
AR SS H.4.8.11
Examine the causes and effects of immigration after 1870, including push-pull factors, ethnic enclaves, the assimilation process, and rise of nativism through law (e.g., Chinese Exclusion Act, Johnson-Reed Act).
AR SS H.5.8.7
Evaluate the effects of key political issues of the 1910s and 1920s:
● Nativism and cultural assimilation: (e.g., Emergency Quota Act, Sacco and Vanzetti)
● Racial discrimination and civil rights: (e.g., continued presence of Ku Klux Klan, founding of NAACP, Elaine Race Massacre, Tulsa Race Massacre)
● Indigenous rights: (e.g., Indian Citizenship Act, United States vs. Winans)
● Rise of Communism/Marxism: (e.g., First Red Scare, J. Edgar Hoover)
AR SS SS.2.SOC.9
Compare how cultures change and resist change.
AR SS G.3.WG.3
Analyze various push-and pull factors that lead to migration and changes in these factors over time.
2016 California History Social Science Framework [See Full Text]
CA SS 11.2.2
Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
CA SS 11.3.3
Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, and anti-Semitism).
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS6.4.1
Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere. For example: Indigeous Peoples are either denied citizenship or citizenship is not always desired; immigration and a nation's quota preferences; and the changes in naturalization requirements change over time.
2023 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 8.His.5.a.
Analyze the perspectives of immigrant groups and their reasons for moving to and within the United States (e.g., German, Irish, Scandinavian, Chinese, Jewish).
CT SS U.S.His.12.a.
Develop questions about the rise of nativism and assimilation efforts of immigrants and Indigenous peoples (e.g., Punjabi Migration, Indian Boarding Schools, Chinese Exclusion Act, Rock Spring Massacre, 1907 Bellingham Riots, Immigration Act of 1917).
2018 Delaware History Standards: K-12 [See Full Text]
DE SS HAS1 6-8a
Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
DE SS HAS1 9-12a
Students will analyze historical materials to trace the development of an idea or trend across space over a prolongued period of time in order to explain patterns of historical continuity and change.
DE SS HA2 6-8b
Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
DE SS HAS4 9-12b
Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.
DE SE HAS4 9-12a
Students will develop an understanding of modern United States history, its conections to both Delaware and world history, including Emergence of modern America (1890-1930)
2023 Georgia Standards of Excellence: Social Studies [See Full Text]
GA SSUSH11.d
Describe Ellis and Angel Islands, the change in immigrants' origins and their influence on the economy, politics, and culture of the United States.
Hawai'i Core Standards for Social Studies [See Full Text]
HI SS.US.1.16.1
Analyze reasons groups migrated to and within the United States
HI SS.US.1.16.2
Assess effects of anti-immigrant policies on public policy
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID SS 6-12.US1.44
Analyze the religious, political, and economic motives of 19th-century immigrants who came to North America.
ID SS 9-12.US2.2
Evaluate Progressivism's impact on circumstances and policies. These may include: Immigration tension
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS.6-8.H.1MdC.
Analyze connections and disconnections among events and developments in broader historical contexts and identify the effects of events on groups of people who have been marginalized.
IL SS.6-8.H.4.MdC.
Compare and contrast the central historical arguments in secondary works across multiple media.
IL SS.9-12.H.5.
Analyze the factors and historical context, including overarching movements, that influenced the perspectives of people during different historical eras.
IL SS.9-12.H.7.
Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
IL SS.9-12.H.8.
Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN SS GHW.32
Identify and describe the push-pull factors that resulted in the migration of human populations over time, and detect changes in these factors.
IN SS USH.3.6
Describe the experiences of migrants from Europe, Asia, an the southern United States as they encountered and interacted with their new communities.
Iowa Social Studies Standards [See Full Text]
IA SS.7.21.
Evaluate the push and pull factors involved in human population movement and patterns.
IA SS-US.9-12.13.
Analyze how diverse ideologies impacted political and social institutions dudring eras such as Reconstruction, the Progressive Era, and the Civil Rights movement.
IA SS-US.9-12.25.
Analyze how regional, racial, ethnic and gender perspectives influenced American history and culture.
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 8.G.MM.1
Interpret how political, environmental, social and economic factors led to both forced and voluntary migration in the United States from the Colonial Era to Reconstruction from 1600-1877.
KY SS HS.UH.CO.2
Evaluate domestic responses to migration and immigration in the United States from 1877-present.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS 8.1
Explain ideas, events, and developments in the history of the United States of America from 1877 to 2008 and how they progressed, changed, or remained the same over time.
LA SS 8.9
Analyze the social, political, and economic changes that developed in the United States during the late nineteenth and early twentieth century.
LA SS 8.12
Analyze the political, social, cultural and economic effects of events and developments during the early twentieth century.
LA SS US.1
Analyze ideas and events in the history of the United States of America from 1776 to 2008 and how they progressed, changed, or remained the same over time.
LA SS US.11
Describe the economic and social development of the United States in the late nineteenth and early twentieth century and its emergence as a major world power.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8.CG3.F1
Students understand political and civic aspects of cultural diversity by explaining basic civil aspects of historical and/or current issues that involve unity and diversity in Maine, the United States, and other nations.
ME SS 6-8 H2.F2
Students understand historical aspects of unity and diversity in the community, the state, including Maine Native American communities, and the United States by identifying a variety of cultures through time, including comparisons of native and immigrant groups in the United States, and eastern and western societies in the world.
Length: 60-120 minutes | Grades: 6-12 | Themes: Jewish values, immigration
Lesson Overview
The idea of embracing newcomers is a deep-rooted Jewish value, and it took on national significance in the U.S. thanks in large part to Emma Lazarus. In the late 1800s, during a wave of immigration and rising prejudice toward groups like Jews, Irish, and Chinese immigrants, Lazarus penned The New Colossus. Her poem gave voice to the struggles of those seeking safety and a new beginning, and years later, it was placed at the base of the Statue of Liberty. That inscription helped change how Americans viewed the statue – not just as a symbol of abstract ideals, but as a welcoming figure for the tired and displaced. For many immigrant communities, including Jews fleeing persecution and hardship, her words offered both recognition and hope.
This lesson invites students to look at how Emma Lazarus used poetry to express Jewish values, particularly the idea of welcoming those in need. They will explore how her work helped reshape the meaning of the Statue of Liberty at a time when the U.S. was seeing a surge in immigration and also a rise in anti-immigrant attitudes. By examining political cartoons and imagery from the late 19th and early 20th centuries, students will get a clearer picture of how newcomers were portrayed in public discourse. The lesson ends with a creative challenge: students will design their own political cartoon, offering a message of their own to people arriving in America today.
Enduring Understanding
Throughout U.S. history, perceptions of immigrants have provoked xenophobia, nativism, and fear regarding the changing demographics of the country.
Artists and activists have used creative outlets to promote a more inclusive vision of American society.
Emma Lazarus channeled and reflected the Jewish value of welcoming the stranger in her poetry, such as in “The New Colossus” which is found on the Statue of Liberty.
Essential Questions
What does it mean to be a “stranger” or “outsider” in society?
What are ways immigrants and “outsiders” have been perceived and treated in U.S. history?
What is the Jewish value of welcoming the stranger?
Who was Emma Lazarus, and what is her legacy for American society?
Learning Objectives
Students will be able to identify complex perceptions of immigrants in the United States, resulting in moments of hostility over the changing nature of society.
Students will be able analyze the perspective and poetry of Emma Lazarus while also identifying the way she channeled the Jewish value of welcoming the stranger in her art.
Toolkit
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Give Me Your Huddled Masses lesson plan
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Give Me Your Huddled Masses slide deck
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Give Me Your Huddled Masses handout
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“New Colossus video
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The Emma Lazarus Project video
