Immigration Growth: Economic Problems or Prosperity

Darby Paddock and Alexis Lecznar

C3 Framework


Students will be able to analyze primary sources to weigh the question

“How have Americans Responded to Immigration?”

Students will be able to justify their reasoning and use of the primary sources by writing a reflection response.

Students will be able to source primary documents to determine how bias may have influenced the content

Students will analyze primary sources to use them as evidence to support an opinion. Students will “make their case” responding to the question:

What kinds of evidence can you find to support your opinion that people who are angry about new immigrants often come from families that were once immigrants?

Students will source, corroborate, close read, and think like historians during this lesson.

Teacher Notes:

Both of these lessons are digital and access to the internet will be necessary

Students should have some prior experiencing interacting with primary sources

You may choose to assign one of the digital lessons or both. Depending on the age and level of your students, you may wish to have students work in pairs.

Weighing the Evidence:

How Have Americans Responded to Immigration?

  1. Create an account at (This website is created through the National Archives)
  2. Create a class so you can easily push out the link to your students
  3. Assign the lesson: Weighing the Evidence, How Have Americans Responded to Immigration

We recommend demonstrating how to interact with the lesson with one or two documents

Make Your Case

  1. Create an account at (This website is created through the Library of Congress)
  2. Choose the lesson: Anger Against Immigrants

We recommend you preview the lesson and ensure students have read through the entire scenario

3. Provide students with the Challenge Code for the lesson

Students will be examining evidence and creating claims using that evidence throughout this lesson