Lessons
Come, Ye Wanderers: Waves of Jewish Immigration to the United States
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS12.2.4
Analyze and
critique the conflicts resulting
from cultural assimilation and
cultural preservation in
Wyoming, the United States,
and the World (e.g., racial,
ethnic, social, and
institutional).
WY SS8.4.1
Describe how
historical events impact the
future (cause and effect) and
how change spreads to other
places (e.g., spread of
industrial revolution or
causes of the Civil War).
WY SS12.4.1
Describe patterns of
change (cause and effect) and
evaluate how past events
impacted future events and
the modern world.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.B.C.23A
Culture. The student understands the relationships between and among people from various
groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
The student is expected to:
(A) identify racial, ethnic, and religious groups that settled in the United States and explain
their reasons for immigration;
TX SS §113.41.D.3C
History. The student understands the political, economic, and social changes in the United States
from 1877 to 1898. The student is expected to:
(C) analyze social issues affecting women, minorities, children, immigrants, and
urbanization.
TX SS §113.41.D.6A
History. The student understands significant events, social issues, and individuals of the 1920s.
The student is expected to:
(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.13A
Geography. The student understands the causes and effects of migration and immigration on
American society. The student is expected to:
(A) analyze the causes and effects of changing demographic patterns resulting from migration
within the United States, including western expansion, rural to urban, the Great
Migration, and the Rust Belt to the Sun Belt; and
TX SS §113.41.D.13B
Geography. The student understands the causes and effects of migration and immigration on
American society. The student is expected to:
(B) analyze the causes and effects of changing demographic patterns resulting from
immigration to the United States.
TX SS §113.41.D.25A
Culture. The student understands how people from various groups contribute to our national
identity. The student is expected to:
(A) explain actions taken by people to expand economic opportunities and political rights for
racial, ethnic, gender, and religious groups in 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:
• Ellis Island
• Push and pull factors
• Ethnic clusters
TN SS WG.40
Describe the impact and challenges of migration on both the sending and receiving countries.
TN SS W.18
Describe the rise of anti-Semitism in Europe during this time period.
TN SS W.66
Explain the push and pull factors of migration.
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 invol-
untary migration and the consequences created by the movement of
people.
UT SS WG Standard 2.3
Students will investigate the effects of significant patterns of human
movement that shape urban and rural environments over time, such as
mass urbanization, immigration, and the movement of refugees.
UT SS WH Standard 5.3
Students will use a variety of data to identify push and pull factors af-
fecting migration during the Industrial Revolution.
UT SS U.S. II Standard 1.2
Students will explain the connections between the growth of indus-
try, mining, and agriculture and the movement of people into and
within the United States.
UT SS U.S. II Standard 7.5
Students will use evidence to demonstrate how technological devel-
opments (such as television and social media), government policies
(such as Supreme Court decisions), trends (such as rock ‘n’ roll or
environmental conservation), and/or demographic changes (such
as the growth of suburbs and modern immigration) have influenced
American culture.
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.His.14.6-8.
Explain
multiple causes and effects of
events and developments in
the past.
VT SS D2.His.14.9-12.
Analyze
multiple and complex causes
and effects of events in the
past.
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS USII.3d
The student will apply history and social science skills to understand how industrialization changed life in rural and urban America after the Civil War by 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 VUS.7f
The student will apply history and social science skills to analyze major events in Virginia and United States history during the first half of the 19th century by
analyzing the social and cultural changes during the period including, but not limited to immigration and “The Age of the Common Man” (Jacksonian Era).
VA SS VUS.10b
The student will apply history and social science skills to analyze how the nation grew and changed from the end of Reconstruction through the early 20th century by
examining and evaluating the motivations, contributions, and challenges immigrants to the United States faced before, during, and upon arrival.
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS 7.59
Evaluate the reasons for Asian and European immigration to the United States, the political, social and economic
opportunities and challenges faced by Asian and European immigrants, and the ways individuals demonstrated resilience between
1800-1877.
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.
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.CS.19
Demonstrate an understanding of society in the Roaring 20’s by examining the
changing cultural, economic, and political philosophies, and the ensuing consequences.
-Analyze the impact that the emerging independence of women (e.g., suffrage, double
standard, flappers and employment opportunities) and immigration issues had on society.
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.
-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).
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.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS H1.6-8.5
Explain how themes and developments have de-
fined eras in Washington state history from 1854 to the
present:
• Railroads, reform, immigration, and labor (1889-1930)
WA SS G1.11-12.3
Compare the causes and effects of voluntary
and involuntary migration in the United States.
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 9-12.AH.1.GS.A
Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in United States history c. 1870-2010.
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.
MO SS 9-12.GV.1.GS.A
Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.
2019 Nebraska Social Studies Standards [See Full Text]
NE SS 7.3.4.b
Develop a logical process to describe how cultural
diffusion occurs and how the diffusion of ideas impacts cultures.
NE SS 8.4.1.a
Evaluate the impact of people, events, and ideas,
including various cultures and ethnic groups, on the United States.
NE SS HS.3.4.a (US)
Compare trends in human migration, urbanization, and
demographic composition at a local, national, and global scale
over time and short-term and long-term causes and effects.
For example: migration push and pull factors
NE SS HS.4.1.c (US)
Evaluate the impact of people, events, and
ideas, including various cultures and ethnic groups, on the United
States.
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.16.
Analyze the influence of diverse cultural traditions on early American society.
NV SS.6-8.EUSH.17.
Analyze the influence of political, social, cultural, economic, religious, geographic, intellectual, and artistic
changes throughout the course of 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.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.6-8.EUSH.39.
Explain how global circumstances affect changes in immigration, land use, and population distribution in various
regions across early U.S history.
NV SS.9-12.US.16.
Interpret events from a variety of historical and cultural perspectives, including but not limited to: suffragettes, civil rights activists, nationalists, progressives, political activists, immigrant groups.
NV SS.9-12.US.28.
Examine how American culture is influenced and shaped by diverse groups and individuals.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:HI:6:5.1:
Explain the impact ethnic and religious
groups have had on the development of the United
States, e.g., the Irish or the Mormons. (Themes:
E: Cultural Development, Interaction, and Change,
I: Patterns of Social and Political Interaction, J:
Human Expression and Communication)
NH SS:HI:6:5.4:
Describe similarities and differences in
the immigrant experience for various ethnic groups,
e.g., the English or Chinese. (Themes: A:
Conflict and Cooperation, E: Cultural Development,
Interaction, and Change, I: Patterns of Social and
Political Interaction)
NH SS:HI:12:1.2:
Analyze how religion has influenced the political life of the nation, e.g., the separation of
church and state in early New Hampshire or the rise of the Moral Majority. (Themes: A: Conflict and
Cooperation, E: Cultural Development, Interaction, and Change, J: Human Expression and Communication)
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.8.HistoryCC.4.d:
Analyze the push-pull factors that led to increase in immigration and
explain why ethnic and cultural conflicts resulted.
NJ SS 6.1.12.HistoryCA.3.b:
Use primary sources representing multiple perspectives to explain the
impact of immigration on American society and the economy and the various responses to
increased immigration.
NJ SS 6.1.12.HistoryUP.5.a:
Using primary sources, relate varying immigrants’ experiences to
gender, race, ethnicity, or occupation.
NJ SS 6.1.12.CivicsHR.8.a:
Analyze primary and secondary sources to explain how social
intolerance, xenophobia, and fear of anarchism led to restrictive immigration and refugee
laws, and the violation of the human rights of individuals and groups.
NJ SS 6.1.12.GeoPP.14.a:
Use data and other evidence to determine the impact of recent immigration
and migration patterns in New Jersey and the United States on demographic, social, economic,
and political issues
NJ SS 6.2.12.GeoPP.5.a:
Use a variety of sources to explain the impact of migration on the way of
life in the country of origin and the new country (e.g., social, economic, political structures).
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 8.73.
Examine the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and
language.
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 9-12.WH.30.
Examine historical events from the perspectives of diverse groups, including Indigenous
peoples, national, regional, racial, ethnic, class, and gender, sexual orientation, and differently abled
2016 New York Social Studies Framework [See Full Text]
NY SS 8.2a
Technological developments changed the modes of production, and access to natural resources facilitated
increased industrialization. The demand for labor in urban industrial areas resulted in increased migration from rural
areas and a rapid increase in immigration to the United States. New York City became the nation’s largest city, and
other cities in New York State also experienced growth at this time.
NY SS 8.8b
The postwar United States experienced increasing immigration, debates over immigration policy, and an
increase in cultural diversity.
NY SS 11.5 b
Rapid industrialization and urbanization created significant challenges and societal
problems that were addressed by a variety of reform efforts.
Students will examine demographic trends associated with urbanization and
immigration between 1840 and 1920, including push-pull factors regarding Irish immigration and immigration from southern and eastern Europe.
NY SS 11.7 a
The 1920s was a time of cultural change in the country, characterized by clashes between modern and traditional values.
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 7.H.1.2
Summarize the influence women, indigenous, racial, ethnic, political, and religious groups have had on historical events and current global issues.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS US.6_12.1-6.E3.2
Explain the social, cultural, and
economic impact of local, state, and federal
government policy on American people.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 8.GH.17
The movement of people, products and ideas resulted in new
patterns of settlement and land use that influenced the political
and economic development of the United States.
OH SS 8.GH.18
Cultural biases, stereotypes and prejudices had social, political
and economic consequences for minority groups and the
population as a whole.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS 8.10.1
Explain the impact of the Industrial Revolution.
OK SS USH.1.3
Analyze the impact of immigration on settlement patterns in American society and economic growth.
OK SS USH.4.1
Examine the economic, political, social, and cultural transformations between the World Wars.
2024 Oregon Social Studies Standards [See Full Text]
OR SS 6/7.G.HI.5
Identify and explain the consequences of cultural conflict,
interaction, exchange, and/or fusion.
OR SS 8.G.MM.3
Identify and describe the causes and effects of migration,
settlement, and cultural diffusion, in the expansion of the
United States after the American Revolution until the end of
the Civil War.
OR SS 8.G.MM.4 Movement
Investigate the effects of migration on immigrants and the
culture where they settle.
OR SS 8.H.CP.9
Use primary and secondary sources to evaluate how
intersecting identities including, gender identity, sexual
orientation, age, race, ethnicity, religion, physical and
mental ability, and class affect the living histories and
experiences of peoples, groups, and events.
OR SS HS.G.MM.2
Analyze recent voluntary and forced migration patterns to
identify and understand the push and pull factors and
their effect on people and places.
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.
OR SS HS.US.CP.12
Examine how underrepresented groups, including
those identifying by race, ethnicity, gender, sexual
orientation, and religion viewed themselves and
contributed to the identity of the United States in the
world from 1865-present.
OR SS HS.WR.CH.2
Analyze the political, social, and economic causes and
effects of industrialization in Europe and North
America between 1850 and the present
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.3.9.C
Analyze how continuity and change
has influenced United States history
from 1787 to 1914.
PA SS 8.3.9.C
Analyze how continuity and change
has influenced United States history
from 1787 to 1914.
PA SS 8.3.12.C
Evaluate how continuity and change
has influenced United States history
from 1890 to Present.
• Belief Systems and Religions
(e.g., 20th century movements,
religions of recent immigrants)
2022 Rhode Island Social Studies Standards [See Full Text]
RI SSHS.USI.5.4
Argue the impacts of the Industrial
Revolution on the ways workers lived
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
RI SSHS.USII.3.1
Argue how cultural and migratory shifts at the end of World War I impacted
society and changed the demographic and cultural landscape of the nation
2019 South Carolina Social Studies College and Career Ready Standards [See Full Text]
SC SS MWH.3.CE
Analyze industrialization as a catalyst for new immigration and
migration patterns.
2023 South Dakota Social Studies Standards [See Full Text]
SD SS 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. H
SD SS 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. H
SD SS 8.SS.2.C
The student describes the challenges that accompanied industrialization and immigration. HE
SD SS 8.SS.5.D
The student explains the role of immigration and foreign workers in the 20th century,
including during World War II, and the reform efforts of Cesar Chavez. H
SD SS 9-12.USH.13A
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. H
SD SS 9-12.USH.15B
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. H
SD SS 9-12.USH.15C
The student describes the challenges that accompanied industrialization and immigration. HE
SD SS 9-12.USH.18F
The student explains the role of immigration and foreign workers in the 20th century,
including during World War II, and the reform efforts of Cesar Chavez. H
2022 Mississippi Standards for the Social Studies [See Full Text]
MS SS USH 2
Analyze industrialization and its impact
on the United States in the late 19th and
early 20th century.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 6.4.22.2
Examine the history and memory of migration and
immigration in Minnesota during the late 19th and early 20th
centuries, including the impact of immigration on Indigenous
people.
MN SS 7.5.24.2
Investigate the struggle for immigration rights and the rights
of all immigrants in the United States.
MN SS 8.5.24.1
Examine the contributions immigrants in the United States
have made on political ideas, agricultural developments,
technological advancements and cultural traditions.
MN SS 9.4.18.13
U.S. History Era 6: Migration, Imperialism and Inequality.
Evaluate historical and contemporary arguments about the
relationship between U.S. expansion and migration and the
role of the United States as an overseas empire.
MN SS 9.4.20.9
U.S. History Era 7: U.S. and the World. Interpret multiple
primary sources to explore the experiences of refugees and
immigrants to the United States during the mid-20th century.
Use secondary sources to contextualize their experiences.
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.H.9-12.2
Analyze change and continuity in historical eras in US and world
history
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS.9-12.IS.5.
Gather and evaluate information from multiple primary and
secondary sources that reflect the perspectives and experiences of multiple
groups, including marginalized groups.
IL SS.6-8.CV.5.MdC.
Analyze the perspectives and
positions of multiple individuals and communities
impacted by specific rules and laws (both actual and
proposed); the equitable application of rules and
laws; and consequences for not abiding by rules and
laws historic and contemporary settings.
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.
2022 Arkansas Social Studies Standards [See Full Text]
AR SS G.1.6.8
Determine how environmental and cultural characteristics affected the distribution and movement of people, goods, and ideas in various regions of the world.
AR SS G.1.6.9
Evaluate the impact of major population shifts in various eras and regions.
AR SS G.1.5.6
Examine reasons for population shifts in early America and the effects on various regions:
● European immigration and colonization
● Diseases in both colonial and Indigenous populations
● Indentured servitude
● Transatlantic slave trade
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 C.3.CIV.2
Compare the roles of citizen and non-citizen residents in the United States, including the protections of and limits on immigrant rights (e.g., Plyler vs. Doe, Nielsen vs. Preap).
AR SS C.4.USG.4
Analyze various federal laws, policies, and rulings concerning civil rights of individuals and groups.
Teacher Note: This may include:
● Civil Rights Act of 1964 and 1968
● Voting Rights Act of 1965
● Immigration Act of 1965
● Individuals with Disabilities Education Act of 1975
● Americans with Disabilities Act of 1990
● Indian Child Welfare Act
● Tribal Self-Governance Act
● Equal Pay Act of 1963
● Title IX
AR SS H.5.USH.11
Examine the social, economic, and political results and implications of World War II nationally, including the end of American isolationism, the Yalta Conference
and its global implications, and cultural changes in the U.S. (e.g., baby boom, women in workforce, desegregation of armed forces).
Teacher Note: A post-World War II connection to the Holocaust may be included here with the U.S. efforts to assist Jewish refugees and displaced persons,
including changes to U.S. immigration policies and passage of the Displaced Persons Act of 1948.
AR SS G.3.WG.2
Analyze the effects of various influences on population distribution and migration on society (e.g., history, migration, physical environment, economy, politics,
technology, climate, land use, resources).
AR SS G.3.WG.3
Analyze various push-and pull factors that lead to migration and changes in these factors over time.
AR SS H.6.WH.13
Analyze causes and consequences of voluntary and forced mass migration, including the efforts to reform such practices.
This may include cultural practices, resource availability, the plantation system, urbanization, industrialization, conflict migration, and transatlantic abolitionism.
AR SS H.6.WH.34
Construct explanations about the consequences of human-made and natural disasters as they affect global trade, politics, and human migration.
2016 California History Social Science Framework [See Full Text]
CA SS 8.6.3
List the reasons for the wave of immigration from Northern Europe to
the United States and describe the growth in the number, size, and
spatial arrangements of cities (e.g., Irish immigrants and the Great Irish
Famine).
CA SS 8.12.5
Examine the location and effects of urbanization, renewed immigration,
and industrialization (e.g., the effects on social fabric of cities, wealth
and economic opportunity, the conservation movement).
CA SS 8.12.7
Waves of Immigration California Social Studies CA SS 8.12.5 "Examine the location and effects of urbanization, renewed immigration,
and industrialization (e.g., the effects on social fabric of cities, wealth
and economic opportunity, the conservation movement)." 2014 California English Language Arts/English Language Development Framework "United States History and Geography:
Growth and Conflict"
CA SS 11.2
Students analyze the relationship among the rise of industrialization,
large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe.
CA SS 11.3.1
Describe the contributions of various religious groups to American civic
principles and social reform movements (e.g., civil and human rights,
individual responsibility and the work ethic, antimonarchy and self-rule,
worker protection, family-centered communities).
CA SS 11.3.3
Cite incidences of religious intolerance in the United States (e.g.,
persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
CA SS 11.3.4
Discuss the expanding religious pluralism in the United States and
California that resulted from large-scale immigration in the twentieth
century.
CA SS 11.3.5
Describe the principles of religious liberty found in the Establishment
and Free Exercise clauses of the First Amendment, including the debate
on the issue of separation of church and state.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.8.1.2d
Evaluate the impact of various gender, age, race, ethnicity, religion, and class during this time period and the impact of these demographic groups on the events of
the time period.
CO SS.8.1.2f
Analyze ideas that are critical to the understanding of early United States history.
CO SS.8.2.1b
Identify the spatial distribution of cultural groups and human migration
patterns.
CO SS.8.2.2a
Analyze the push and pull factors that shaped immigration to and migration
within the early United States. For example: Economic opportunities,
religious refuge, and forced migration.
CO SS.HS.1.2a
Analyze continuity and change over the course of United States history.
CO SS.HS.1.2c
Analyze the complexity of events throughout United States history. For example: immigration
CO SS.HS.1.2g
Analyze how opposing perspectives, compromise, and cooperation have shaped national unity and diversity. For example: The rights and contributions of diverse groups and individuals, including and ethnic and religious minorities.
CO SS.HS.1.2j
Examine and evaluate how the United States was involved in and responded to international events over the course of history. Including but not limited to: the Holocaust.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.HS.1.3a
Evaluate continuity and change over the course of world history. For
example: the Holocaust perpetrated by the fascist German Nazi Party (National Socialist German Workers Party) and its collaborators.
CO SS.HS.1.3d
Examine and evaluate issues of unity and diversity in world history from the
Renaissance to the present. For example: Migration and immigration (e.g.,
rapid global population growth).
CO SS.HS.2.2b
Analyze, interpret, and predict the influences of migration and the distribution of human populations based on reciprocal patterns. For example: Historical events,
the spatial diffusion of ideas, technologies, and cultural practices.
CO SS.HS.2.3c
Explain how migration of people and movement of goods and ideas can contribute to and enrich cultures, but also create tensions.
CO SS.HS.4.2h
Analyze how current global issues impact American policy.
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 US.Civ.12.a
Analyze how people in the Progressive Era used and challenged laws to advance social,
political, economic, and environmental reforms (e.g., Populist Party, B’nai B’rith, National
Woman Suffrage Movement, Sierra Club, Niagara Movement, Socialist Party of America).
2018 Delaware History Standards: K-12 [See Full Text]
DE SS 2.6-8b
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 2.9-12b
Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.
DE SS 4.9-12a
Students will develop an understanding of modern United States history, its connections to both Delaware and world history, including:
-- Civil War and Reconstruction (1850-1877)
-- Development of an industrialized nation (1870-1900)
-- Emergence of modern America (1890-1930)
-- Great Depression and World War II (1929-1945)
-- Postwar United States (1945-early 1970s)
-- Contemporary United States (1968-present)
DE SS 4.9-12b
Students will develop an understanding of recent and modern world history and its connections to United States history, including:
-- Intensified hemispheric interactions (1,000-1,500 AD)
-- Explorations, contact, and interactions across the world (1450-1770)
-- Revolutions, ideologies, and technological change (1750-1914)
-- The 20th Century world (1900-present)
2023 Florida's State Academic Standards: Social Studies [See Full Text]
FL SS.68.HE.1.1
Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European
Jews by Nazi Germany and its collaborators between 1933 and 1945.
• Students will describe the basic beliefs of Judaism and trace the origins and history of Jews in
Europe.
• Students will analyze how antisemitism led to and contributed to the Holocaust.
• Students will identify examples of antisemitism (e.g., making mendacious, dehumanizing,
demonizing or stereotypical allegations about Jews; demonizing Israel by using the symbols and
images associated with classic antisemitism to characterize Israel or Israelis).
FL SS.6.W.1.3
Interpret primary and secondary sources.
FL SS SS.912.A.3.7
Compare the experience of European immigrants in the east to that of Asian
immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).
FL SS.912.A.4.9
Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women and dissenters in the United States.
FL SS.912.A.7.16
Examine changes in immigration policy and attitudes toward immigration since 1950.
FL SS.912.G.4.2
Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and
among places.
FL SS.912.W.1.3
Interpret and evaluate primary and secondary sources.
FL SS.912.HE.2.4
Describe how Jewish immigration was perceived and restricted by various nations from 1933 to 1939.
• Students will examine why immigration was difficult for Jewish people (e.g., MS St. Louis, the Evian
Conference, immigration quota systems).
• Students will explain how the Kindertransport saved the lives of Jewish children.
FL SS.912.HE.2.15
Describe the experience of Holocaust survivors following World War II. • Students will examine the settlement patterns of Holocaust survivors after World War II, including
immigration to the United States and other countries, and the establishment of the modern state
of Israel.
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.
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID 6-9.WH.1.10
Explain how religion and belief systems shaped the development of
civilizations.
ID 6-9.WH.1.11
Discuss how religion, belief systems, economics, and politics influenced
social behavior and were used to maintain social order.
ID 6-9.WH.1.12
Examine why the diversity of religion and belief systems across cultural,
social, political, and economic institutions have been sources of conflict.
ID 6-9.WH.4.1
Describe the role of government in historical human migration, such as push
and pull factors.
ID 6-9.WH.5.1
Explain the political, economic, religious, or cultural causes of conflicts in
various civilizations and their consequences.
ID 6-9.WH.5.4
Analyze the causes, events, and consequences of the Holocaust while
exploring the impacts of discrimination and prejudice.
ID 6-9.WH.6.1
Synthesize evidence from information sources including, but not limited to
artifacts, primary and secondary sources, charts, graphs, and/ or images to
interpret historical events.
ID 6-12.US1.44
Analyze the religious, political, and economic motives of 19th-century
immigrants who came to North America.
ID 6-12.US1.50
Identify the impact of post-Civil War immigration on urbanization and labor
relations.
ID 6-12.US1.51
Describe the impact of geographic expansion on the political, legal, and
social rights of women, African Americans, Asians, Indigenous peoples, and
European immigrants.
ID 9-12.US2.2
Evaluate Progressivism’s impact on circumstances and policies. These may
include:
• Immigration tension
ID 9-12.US2.10
Evaluate the social tensions of the era, including:
• Immigration
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN 8.H.19
Give examples of how immigration affected American culture in the decades before and
after the Civil War, including growth of industrial sites in the North; religious differences;
tensions between middle-class and working-class people, particularly in the Northeast; and
intensification of cultural differences between the North and the South.
IN 8.H.20
Give examples of the changing role of women, minorities, and immigrants in the northern,
southern, and western parts of the United States in the mid-nineteenth century, and
examine possible causes for these changes. (E)
IN GHW.3.2
Identify and describe the push-pull factors that resulted in the migration of human
population over time, and detect changes in these factors. (E)
IN USH.2.4
Summarize the impact industrialization and immigration had on social movements of the
era, including the contributions of specific individuals and groups.
IN USH.3.6
Describe the experiences of migrants from Europe, Asia, and the southern United States as
they encountered and interacted with their new communities.
IN ES.2.2
Students explain the reasons for various racial/ethnic groups’ presence in the U.S.
IN WG.4.3
Hypothesize about the impact of push factors and pull factors on human migration in selected regions and about
changes in these factors over time.
IN WG.4.4
Evaluate the impact of human migration on physical and human systems. (economic, government, environment,
individuals, society, and culture)
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.8.19.
Explain how push and pull factors contributed to immigration and migration in early American history.
IA SS-US.9-12.17.
Explain the patterns of and responses to immigration on the development of American culture and law.
2020 Kansas History, Government, and Social Studies Standards [See Full Text]
KS SS 6-8.4.1
The student will recognize and evaluate continuity and change over time.
KS SS 6-8.4.1
The student will recognize and evaluate continuity and change over time.
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 7.G.MM.1
Analyze the push and pull factors that influenced movement, voluntary migration and
forced migration in the societies and empires of Afro-Eurasia and the Americas between
600-1600.
KY 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.CH.1
Examine the ways diverse groups viewed themselves and contributed to the identity of
the United States in the world from 1877-present.
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 7.10m
Describe push and pull factors for immigration to the United States in the early to mid-1800s, and
explain how migration within and to the United States affected rural and urban areas.
LA SS 8.9b
Explain the causes and effects of immigration to the United States during the late 1800s and early 1900s,
and compare and contrast experiences of immigrants.
LA SS US.11c
Explain push and pull factors for immigration to the United States in the late nineteenth and early
twentieth century and analyze the immigrant experience, including assimilation, challenges, and
contributions.
LA SS US.13f
Analyze the effects of changes in immigration to the United States and migration within the United
States as a result of the Immigration Act of 1924 and the Great Migration.
LA SS WH.26
Analyze the causes and effects of the movement of people, culture, religion, goods, diseases, and
technologies through established systems of connection.
LA SS WG.5c
Evaluate how historical processes, including cultural diffusion, colonialism, imperialism, trade,
urbanization, and migration have affected countries and world regions.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 1.F2
Identifying major historical eras, major enduring
themes, turning points, events, consequences, and
people in the history of Maine, the United States and
various regions of the world.
ME SS 6-8 2.F1
Explaining how both unity and diversity have played
and continue to play important roles in the history of
Maine and the United States.
ME SS 6-8 2.F2
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.
ME SS 6-8 2.F3
Identifying major turning points and events in the
history of Maine Native Americans and various historical
and recent immigrant groups in Maine, the United States,
and other cultures in the world.
ME SS 9-12 1.F2
Analyzing and critiquing major historical eras: major
enduring themes, turning points, events, consequences,
and people in the history of the United States and the
implications for the present and future.
ME SS 9-12 1.F3
Tracing and critiquing the roots and evolution of
democratic ideals and constitutional principles in the
history of the United States using historical sources.
ME SS 9-12 1.F2
Identifying and critiquing issues characterized by
unity and diversity in the history of the United States,
and describing their effects, using primary and
secondary sources.
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MD SS 8 USH.S2
Students shall inquire about the people of the United States and the world using a historically grounded,
multidisciplinary approach in order to recognize multiple narratives and acknowledge the diversity and
commonality of the human experience.
MD SS 8 USH.S3
Students shall inquire about the role of culture, technology, and the environment in the location, distribution,
and impact of human activities using geographic tools and spatial thinking in order to demonstrate a
significance of place.
MD SS 8 USH.S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to
analyze how individuals and societies have changed over time to make connections to the present in their
communities, Maryland, the United States, and the world.
MS SS 9-12 USH.S2
Students shall inquire about the people of the United States and the world using a historically grounded,
multidisciplinary approach in order to recognize multiple narratives and acknowledge the diversity and
commonality of the human experience.
MS SS 9-12 USH.S3
Students shall inquire about the role of culture, technology, and the environment in the location, distribution,
and impact of human activities using geographic tools and spatial thinking in order to demonstrate a
significance of place.
MS SS 9-12 USH.S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to
analyze how individuals and societies have changed over time to make connections to the present in their
communities, Maryland, the United States, and the world.
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 the immigration
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.
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 6.1.4
Growth and Change – explain the social, political, economic, and cultural
shifts taking place in the United States at the end of the 19th century and beginning
of the 20th century
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.G3.1
Analyze how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
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.
AK SS 7.H1.1
Analyze the rise and decline, interactions between, and blending of cultures and societies.
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.H3.3
Compare how individual rights, freedoms, and responsibilities have evolved over time around the world.
AZ SS HS.SP1.2
Analyze change and continuity in historical eras.
AZ SS HS.H1.3
Evaluate the consequences that resulted from civilizational and cultural interactions.
AZ SS HS.H1.3
Examine how historically marginalized groups have affected change on political and social institutions.
2024 Alaska Social Studies Standards [See Full Text]
AK SS.6‐8.4.3
Reflect on the connection of historical knowledge to contemporary challenges, fostering an understanding of how the past informs the present.
AK SS.6.1.19.1
Examine the distribution of human populations over time, including population density, migration trends, and urbanization.
AK SS.7.1.16.1
Investigate how cultural diffusion occurs and causes complex societies to interact and spread from one region to another.
AK SS.7.4.23.2
Explore the cultural and societal implications of cultural diffusion.
AK SS.USH.3.19.1
Explain how massiveimmigration after 1870 led to new social patterns, conflicts, and ideas of national unity that developed amid growing cultural diversity.
AK SS.USH.4.23.2
Use primary sources and varying perspectives to analyze how the Holocaust shifted American perceptions and policies regarding civil liberties and human rights.
Length: 60-120 minutes | Grades: 6-12 | Themes: immigration, home and homeland
Lesson Overview
Jews have settled in North America since the 1600s, seeking safety and opportunity. Though diverse in background, they shared a desire for freedom, an ideal central to both America’s promise and its contradictions. Between 1880 and 1924, over 2 million Jews fled violence, poverty, and persecution to join a massive wave of global immigration to the United States. That movement was sharply limited by the Johnson-Reed Act of 1924, which restricted Jewish immigration until reforms in 1965 reopened doors to Jews from the Soviet Union, Iran, and beyond.
In this lesson, students explore waves of Jewish immigration to the United States, from the late 19th and early 20th centuries to more recent arrivals from Cuba, the Soviet Union, and Iran. They will consider personal ties to immigration, examine push-pull factors, and analyze poems, testimonies, and cartoons. The lesson ends with students writing a “Beginner’s Guide to America,” inspired by an Iranian Jewish immigrant’s version.
Enduring Understanding
The act of immigrating is one that individuals and communities undertake in order to escape multiple forms of vulnerability and disempowerment while seeking safety, security, and opportunity.
Throughout the 19th and 20th centuries, Jews from around the world have immigrated to and settled throughout the United States, in search of improved economic, social, and political conditions.
Essential Questions
What does it mean to be a member of a community?
Who are the Jewish people?
Learning Objectives
Students will be able to demonstrate an understanding of the reasons people decide to migrate to the United States through the examination of primary sources that illuminate multiple perspectives.
Students will be able to compare the experiences of multiple Jewish communities who immigrated to the United States in the 19th and 20th centuries from Central and Eastern Europe, the Soviet Union, and Iran.
Toolkit
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Waves of Immigration lesson plan
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Waves of Immigration slide deck
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Waves of Immigration handout
