Immigration and Prohibition

Transcription

1 Grade Level: 7-12 Immigration and Prohibition Lesson Objectives: (Students will ) Discuss Americans concerns over immigration in the late 19 th and early 20 th centuries and how these concerns became linked with the use of alcohol Identify various viewpoints over immigration and alcohol and formulate arguments from different perspectives Analyze and evaluate proposed legislation aimed at limiting the use of alcohol and limiting the German cultural influence on Americans Debate the merits of the proposed legislation Synthesize information into a comprehensive essay explaining how the Anti-Saloon League linked anti-immigration sentiment to the promotion of alcohol Estimated Time: 3 4 class periods, plus research time Materials Needed Computers with Internet access or an interactive whiteboard Student Handouts o Immigrants and Prohibition Video Viewing Guide o Differing Perspectives and Conflicting Viewpoints over Immigration and Alcohol o Proposed Legislation to Defend America Overview: This lesson will explore the issue of immigration and how Americans attitude toward immigrants in the late 19 th and early 20 th centuries became linked with Prohibition. Students will view three video clips from the series Prohibition that explain how the 19 th century controversy over immigration merged with the anti-saloon sentiment of the temperance movement. They will then work in interest groups examining several pieces of proposed legislation and decide whether to support or reject them. Opening Activity (one class period) In this activity, students will view video segments from the series Prohibition that explore the concerns over immigration in the late 19 th and early 20 th centuries and its connection with alcohol, Progressives attempt to reform immigrants use of alcohol, and Americans growing antagonism toward German Americans at the beginning of World War I. Students will take notes and answer discussion questions to help clarify the information from the segments. You can present the video segments in class, in small groups, or as homework. After viewing the segments, students will then meet in small groups to discuss the issues that surround each segment. 1. Divide the class into groups of 4 5 students. 2. Distribute the handout Immigrants and Prohibition Video Viewing Guide to all students. Review the background and directions with the class.

2 3. Show the first video segment to the class. Have students meet in their small groups to discuss the segment s questions. After each small group has finished its discussion, review the discussion questions with the class. Then show the next video segment and repeat the activity procedure for each remaining video segment. Debrief Questions: Summarize how all the factors of increased immigration, immigrants holding on to traditions, and the connection between the brewing industry and Germans led to an awakening of temperance forces in the later part of the 19 th century. Why do you think the increase in immigration from Europe in the 19 th century led prohibitionists and reformers to focus on controlling the use of alcohol in the early 20 th century? How did immigrants alcohol-drinking habits raise Americans suspicions about them by the early 20 th century? How did the declaration of war with Germany in 1917 exacerbate the problems of German Americans? Why do you think native-born Americans transferred their negative sentiment about Germans to American citizens of German descent? Main Activity Part 1: Differing Perspectives and Conflicting Viewpoints over Immigration and Alcohol (One class period) In this activity, students will further discuss the issues presented in the video segments and identify differing viewpoints over immigration and alcohol at that time. From this they will formulate arguments for debate on how to address the growing concerns over German influence and the prohibition of alcohol. Students research should be thorough and complete, as it will help build their group s arguments for the role-play activity in Part Keep students in their groups. Set up this activity by reviewing with them the different positions over alcohol and immigration in the early 20 th century. Create a chart like the one below on the front board. Ask students to place a plus (+) or a minus (-) in the blank boxes to indicate each group s position on alcohol and immigration. Progressives and reformers German Americans and immigrants Anti-Saloon League (Prohibitionists) Native-born Americans Views on Immigration Views on Alcohol

3 2. Tell students that they are now going to explore these views in greater depth to prepare them for the debate on alcohol legislation. Distribute the student handout Differing Perspectives and Conflicting Viewpoints over Immigration and Alcohol to all students and review the directions. Have students discuss the questions in their small groups and organize their discussions on the graphic organizer. 3. Debrief the activity by asking students if any of their discussions presented different information than what was indicated in the chart at the beginning of the activity. What factors stood out as important or significant to them? Main Activity Part 2: Debating Anti-Alcohol Legislation In this activity, students will review several pieces of legislation proposed between 1914 and 1924 to limit or prohibit drinking alcohol in the United States as well as limiting immigration and curbing the influence of German culture in America, which was equated with beer brewing and saloons. Remind students of the effectiveness of the Anti-Saloon League in combining Americans antagonism toward the saloon with a call for Prohibition. As America moved closer to entering World War I, the League was able to target Germany, German culture, and the German- American Alliance as an enemy of the state and further the cause of a national Prohibition amendment. 1. Divide the class into five groups, each representing one of the following interest groups: German Americans Native-born Americans Anti-Saloon League Progressives Wilson Administration officials 2. Distribute the student handout Proposed Legislation to Defend America to all students and review the directions. 3. Provide time for them to review the legislation and prepare their statements. 4. Conduct one round of debate for each proposed bill with the following procedure: Read the description of the bill. Each group announces its position (from the continuum scale) and its reasons. General discussion (5 minutes) allowing opportunities for rebuttal and further discussion. Class vote on supporting or rejecting the bill. Students should vote as individuals and not in a block according to their role-play group. Main Activity Part 3: Assessment Have students write an essay addressing the essential question, How did anti-immigrant sentiment in the late 19 th and early 20 th centuries contribute to the enactment of Prohibition? In their essays, students should include a summary of general immigration to the United States during the second half of the 19 th century, the growing anti-immigration sentiment among Americans, Progressives attempts to reform the lives of immigrants, and the work of the Anti-

4 Saloon League in using anti-immigration and anti-german sentiment to promote a national prohibition on alcohol. Extensions/Adaptations (optional) Have students explore the aspects of anti-immigrant feelings today. What are they based on? How have various groups used anti-immigrant sentiment to promote various agendas? Resources National Constitution Center Clash of Cultures National Archives: Posters from the Food Administration During World War I Related Academic Subjects/Standards This lesson fits the following academic standards as set by the Mid-Continent Research for Education and Learning (McREL) ( United States History Standard 17: Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity Benchmark 1: Understands challenges immigrants faced in society in the late 19th century (e.g., experiences of new immigrants from 1870 to 1900, reasons for hostility toward the new immigrants, restrictive measures against immigrants, the tension between American ideals and reality) Benchmark 4: Understands the challenges diverse people encountered in late 19th century American society (e.g., the role of new laws and the federal judiciary in instituting racial inequality; arguments and methods by which various minority groups sought to acquire equal rights and opportunities; experiences of African American families who migrated from the South to New York City in the 1890s) Standard 20: Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption Benchmark 1: Understands the origins and impact of the Progressive movement (e.g., social origins of Progressives and how these contributed to the success and failure of the movement; Progressive reforms pertaining to big business and workers and consumers rights; arguments of Progressive leaders)

5 Benchmark 3: Understands how the Progressive movement influenced different groups in American society (e.g., counter-progressive programs of labor organizations compared to social democratic programs in industrial Europe, the response of mainstream Progressives to women s issues, the changing perception of Native American assimilation under Progressivism, the founding of the NAACP, how African American women contributed to the movement, how the International Ladies Garment Workers Union provided alternatives, the success of the Progressive movement for groups outside the mainstream) Standard 22: Understands how the United States changed between the post-world War I years and the eve of the Great Depression Benchmark 1: Understands the major social issues of 1920s America (e.g., the emergence of the New Woman and challenges to Victorian values, the purpose and goals of the New Klan, the causes and outcome of Prohibition, the ethnic composition of immigrants and fears these changes represented, the Red Scare, the Sacco and Vanzetti trial) Civics: Standard 11: Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society Benchmark 1: Knows how the racial, religious, socioeconomic, regional, ethnic, and linguistic diversity of American society has influenced American politics through time Benchmark 3: Knows examples of conflicts stemming from diversity, and understands how some conflicts have been managed and why some of them have not yet been successfully resolved Standard 13: Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity Benchmark 1: Understands issues that involve conflicts among fundamental values and principles, such as the conflict between liberty and authority Benchmark 2: Knows why people may agree on values or principles in the abstract but disagree when they are applied to specific issues such as the right to life and capital punishment Behavioral Studies: Standard 2: Understands various meanings of social group, general implications of group membership, and different ways that groups function Benchmark 1: Understands that while a group may act, hold beliefs, and/or present itself as a cohesive whole, individual members may hold widely varying beliefs, so the behavior of a group may not be predictable from an understanding of each of its members

6 Benchmark 2: Understands that social organizations may serve business, political, or social purposes beyond those for which they officially exist, including unstated ones such as excluding certain categories of people from activities Standard 4: Understands conflict, cooperation, and interdependence among individuals, groups, and institutions Benchmark 1: Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status Benchmark 2: Understands that social change, or the prospect of it, promotes conflict because social, economic, and political changes usually benefit some groups more than others (which is also true of the status quo) Benchmark 7: Understands that even when the majority of people in a society agree on a social decision, the minority who disagree must be protected from oppression, just as the majority may need protection against unfair retaliation from the minority About the Author: Greg Timmons has been a social studies teacher for more than 30 years. He has written lessons for the Ken Burns series The War, The National Parks: America s Greatest Idea and Baseball. He resides in Washington state and Montana.

7 Name Date Student Handout: Immigrants and Prohibition Video Viewing Guide Directions: Review the Key Points from each video segment before viewing the video segment. After the viewing, discuss the questions below. Be prepared to share your findings with the class. Video Segment: Episode 1 The Immigrant Invasion Background: From 1865 to 1918, a huge influx of diverse immigration arrived in the United States. A total of 27.5 million people, mostly from Europe, immigrated to America, nearly 3.8 million from Germany alone. This video segment explores the tensions that emerged between the immigrants practicing their traditions and native-born Americans who saw these traditions as a threat to their understanding of being an American. Key Points: After the Civil War ended, immigrants came to America to find their American Dream. The new immigrants were unwilling to give up their old ways, which included their traditions in consuming alcohol. Among many immigrant groups, German Americans became successful industrialists. To protect their business interests, the German brewers formed a lobbying organization the United States Brewers Association and conducted its meetings in German. Alarmed at the success of the brewery industry and the power of their lobby, temperance organizations began to renew their efforts. Discussion Questions: 1. How did the immigrants unwillingness to give up their traditions create tension with the native-born American citizens? 2. Many German immigrants carried on their ethnic traditions by brewing beer and in the process created whole new industries. Explain how this action was similar to those of many other immigrant industrialists like Andrew Carnegie (steel), Joseph Pulitzer (newspapers), and William Knudsen (automobiles). How was the brewery business different in the eyes of some Americans? 3. For what purpose did German brewers form the United States Brewers Association? How did the formation of the association further perpetuate anti-immigrant and antialcohol feelings? Episode 1 America becomes a multiethnic, urban nation Background: Throughout the second half of the 19 th century, the population of the United States increased tenfold. At the beginning of the 20 th century, the majority of the population had shifted

8 from rural to urban areas through immigration and industrialization. Progressive reformers wanted to improve the living conditions in urban areas, especially for the immigrant poor. Key Points: By 1920, the demographics of the United States had shifted from one in ten to nearly one out of two Americans living in cities. Much of this increase was due to large numbers of immigrants settling in the cities during the late 19 th century. Many came to find jobs in the cities, transforming America into an industrial powerhouse. This change prompted a new type of reform, one that was gained through legislation rather than persuasion. Discussion Questions: 1. Think about the images you saw in the video segment showing living conditions in some American cities. Identify the positive and negative effects sharp increases in the population might have had on the quality of life in American cities. 2. How might the population shift from rural areas to cities change the political influence in government? 3. What were some of the issues addressed by the Progressive movement in the late 19 th and early 20 th centuries? Why did many people feel reform had to be accomplished through law instead of social persuasion? Episode 1 (from The Time Is Now) Background: By the first decade of the 20 th century, the Anti-Saloon League had gained momentum and was able to persuade several state legislatures to ban alcohol. In 1913, the Sixteenth Amendment was passed, creating the federal income tax and reducing the government s dependency on revenue from the tax on alcohol. The Anti-Saloon League took its message to Washington, D.C., in the first public demonstration held in the nation s capital, asking for a constitutional amendment banning alcohol. Key Points: Before World War I, President Woodrow Wilson s Democratic Party was split on the issue of alcohol and Prohibition, but two of his more prominent cabinet members took Prohibition stands. After the United States declared war on Germany, the Wilson administration s anti- German propaganda set off a wave of hysteria against Germany and anything German. The anti-german sentiment boosted the Anti-Saloon League s efforts to win adoption of a Prohibition amendment. The German brewery-saloon industry was considered a threat to national security, as many people linked beer to treason.

9 Discussion Questions: 1. Why was there a great effort on the part of the American government to build up hatred for all things German during World War I? What are the possible costs and benefits of such an effort? 2. How was the Anti-Saloon league able to depict the brewing of beer and the lobbying group that supported it as possibly dangerous to the war effort? 3. How was the Anti-Saloon League able to get legislation passed to curb the production of beer? How was the success of this effort an indication that a Prohibition amendment could be passed?

10 Student Handout: Differing Perspectives and Conflicting Viewpoints over Immigration and Alcohol Directions: In this activity, you and your group members will discuss the issues presented in the video segments from the Prohibition series. These questions will help you explore some of the viewpoints and attitudes on immigration and alcohol held by various groups in the United States during the late 19 th and early 20 th centuries. As you discuss the questions, take notes on the graphic organizer below. Segment 1: The Immigrant Invasion Discuss the following: German immigrants: How did German immigrants feel about coming to America? How did they feel about their traditions, especially those involving alcohol? Explain why German beer brewers formed the United States Brewers Association. Why did they feel it was legitimate to form this organization in capitalist America at this time? Native-born Americans: Describe the social and economic reasons many native-born Americans were resentful of immigrants. Describe the general suspicion held by many native-born Americans toward immigrants in general and German immigrants in particular. What was the general assumption many native-born Americans had about immigrants alcohol-drinking traditions? Temperance members: How do you think many temperance members felt about the German Brewers Association, their saloons, and their wealth gained in selling beer? Segment 2: America becomes a multiethnic, urban nation Discuss the following: Immigrants and German immigrants: Describe how immigrants in general and German American immigrants in particular felt they were contributing to America s development during the late 19 th and early 20 th centuries and how they were building their American Dream. How do you think immigrants reacted to those Americans who thought their traditions involving alcohol were bad? Native-born Americans: How did many of the native-born Americans think immigrants were affecting their America? How did the native-born from the small towns view the cities, and how did they equate cities with immigrants and the problems of immigration? Progressives: What were Progressives feelings about the working conditions in industry and the living conditions of immigrants toward the beginning of the 20 th century? How did many Progressives feel about alcohol and immigrants? What did many Progressives want to do about these issues?

11 The Anti-Saloon League: How did members of the Anti-Saloon League feel about immigrants? How were they able to use the American public s attitude toward immigrants to their advantage? Segment 3: The Time Is Now Discuss the following: Wilson administration: Describe the political dilemma the Wilson administration found itself in regarding wets and drys in the Democratic Party. How did this make it difficult for Wilson to take an official stand for or against Prohibition? How were certain members of his cabinet able to do that for him, and what was the result? How did the Wilson administration s anti-german propaganda affect the general public s attitude toward Germans? Anti-Saloon League: How was the Anti-Saloon League able to channel anti-german sentiment to its cause? How were they able to target, in particular, the brewers association? Describe how Wayne Wheeler and the ASL used Congress to pass legislation to promote their efforts.

12 Discussion Graphic Organizer Interest Group Positive or Negative View on Alcohol (or Prohibition) Key Points and Positions German Americans Native-born Americans Anti-Saloon League Progressives

13 Wilson Administration

14 Name Date Student Handout: Proposed Legislation to Defend America Directions: Review each of the legislative proposals below. Determine whether, according to your assigned role, you believe the proposal to be very supportive, somewhat supportive, somewhat not supportive, or not at all supportive in terms of your position on the issue of Prohibition. Being neutral is not an option. In the space provided, write an argument supporting your position according to the role you are playing. Be prepared to defend your position. Hobson-Sheppard Resolution 1914 (National Prohibition) Official title: Hobson-Sheppard Resolution Sponsored by: Senator Morris Sheppard (D-TX) Representative Richmond Hobson (D-AL) Description: The bill describes alcohol as a narcotic poison that threatens the very life of the nation. It calls for prohibiting the manufacture for sale, transportation for sale, importation and exportation for sale, as well as selling intoxicating liquor for consumption by the general public. However, Congress has the power to allow the manufacture, sale, importation, and transportation of intoxicating liquors for sacramental, medicinal, mechanical, pharmaceutical, or scientific purposes or for use in the arts. Circle your group s position on this proposed bill Very Somewhat (Neutral) Somewhat Not Not Supportive Supportive Supportive Supportive at All Rationale:

15 Name Date Food and Fuel Control Bill (1917) Official Title: An Act to Provide Further for the National Security and Defense by Encouraging the Production, Conserving the Supply, and Controlling the Distribution of Food Products and Fuel Sponsored by: Representative Asbury F. Lever (D-SC) Description: The government wants to concentrate domestic production toward the war effort. This includes food and fuel production. Among other provisions, the bill would give the president, acting as commander in chief, the authority to ban the production of any alcoholic beverages if the materials used in their production are also used in the production of food. Obtaining barley and other grains used in the production of beer and distilled spirits would be illegal. Circle your group s position on this proposed bill Very Somewhat (Neutral) Somewhat Not Not Supportive Supportive Supportive Supportive at All Rationale:

16 Name Date Repeal of the German-American Alliance Charter (1918) Title: Repeal of An act to incorporate the National German-American Alliance Sponsored by: Senator William H. King (D-UT) Description: The bill seeks to repeal the act entitled An act to incorporate the National German-American Alliance of The National German-American Alliance has been accused of acting mischievously in the interests of Germany and against the interests of the United States before and during the war. It has tried to perpetuate Germanism as a separate nationality with a separate language in the United States. Circle your group s position on this proposed bill Very Somewhat (Neutral) Somewhat Not Not Supportive Supportive Supportive Supportive at All Rationale:

17 Name Date National Origins Act of 1924 Official Title: National Origins Act of 1924 Sponsored by: Rep. Albert Johnson (R-WA) Senator David Reed (R-PA) Description: This bill supersedes the 1921 Emergency Quota Act by limiting the number of immigrants who can be admitted from any country to 2 percent of the number of people from that country who are already living in the United States according to the 1890 census. The bill also prohibits immigration of East Asians and Asian Indians. The bill would reduce the number of German immigrants from more than 50,000 to as few as 30,000. Circle your group s position on this proposed bill Very Somewhat (Neutral) Somewhat Not Not Supportive Supportive Supportive Supportive at All Rationale: