Unit 1: Introduction
of the Topic
This unit is an examination of Famine
Irish migration to
Iowa
as seen through the lives of Irish immigrants to
Southwestern Iowa
and
Davenport
, their experiences and their lives as Iowans.
Why study immigration history? By examining their immigrant
roots, students could became enthusiastic learners, as this type of history is
about them.
Why study Famine Irish immigration? Focusing
specifically on the Irish allows you to narrow the scope of an investigation
of the impact of immigration on our society within a manageable unit. And,
there is a wealth of information on Irish immigration to
America
.
Teaching
points:
1.
Causes of migration (the four Cs):
a. Circular
migration–a pull factor involving migration to a destination and return
to the native land
b. Chain
migration–a pull factor involving following previous migration streams
c. Coerced
migration–push factor causing involuntary relocation (famine, slave
trade.) The question is not whether to go but where to go.
d. Career
migration–a pull factor as a choice for a better life
2.
Irish history prior to the famine:
a. Early Irish history
b. Anglo/Norman
invasion; the Pale
c. Irish circular
migration
1.
England
and the European Continent
2.
America
(post 1815)
Associated
projects: Map exercise on major migration routes; BKI:
self-assessment; discussion of individual project
Readings: Reading
#1; Immigrants. The Goldfinch. (This below level reading is
available as needed.)
Unit 2: Dennis
Mullin and a Story of Family Migration
to
Southwest
Iowa
In 1845, famine hit south-eastern
Ireland
, spreading throughout the country in subsequent waves in 1846 and 1848,
and 1.5 million Irish died from a combination of famine and disease including
many members of the Mullin-Reagan Family.
Teaching
points:
1.
Poor records:
a. The Church was
proscribed from compiling records prior to passage of the Catholic
Emancipation Act of 1829
b. Civil records were
not kept in Ireland until 1864
2.
Causes of the Great Famine
(1845-1849):
a. Increased population
b. Dependence of
potatoes as the dietary staple
c. Accidental
introduction of the blight (1845)
d.
Britain
's cavalier response
1.
Failure to address the problem initially
2.
Poor laws
e. Recurrences of famine
(1846 & 1848)
3.
Results:
a. 1.5 million died from
starvation or disease
b. Evictions led
survivors to ports of embarkation
c. 1.5 million migrated
mostly to
America
4.
Family migration: most families migrated as family units
a. Migration in stages
1.
The vast majority of Famine Irish settled in the vicinity of their port
of debarkation
2.
Transportation networks
b. What they found in
Iowa
1.
The land
2.
Lonesome vs. lonely; nontraditional networks
Associated
projects: Discussion of culpability; graphic
organizer; word matching
Readings:
Reading
#2
Unit 3: Topic
Discussion
Teaching
points:
Student led discussion on other migrant experiences
Associated
projects: DR-TA:
"The
Proposal"; vocabulary
exercise
Readings:
In-class production of "The Proposal" (a play)
Unit 4: Famine
Ships and Escape from Ireland
Teaching
points:
1.
Individual migration
2.
The famine ships:
a. coffin
ships
b. love
boats
3.
Networks:
a. Previous Irish
immigrants
b. The Catholic Church
c. Social organizations
Associated
projects: Historical
journals (modified version of project from Fortman, N. in bibliography),
Study guide
Readings: Reading
#3; The Lament of the Irish Emigrant (poem)
Unit 5: The
Irish and Building the West
Teaching points:
1.
Iowa
in 1860 and building the West:
a.
Railroads change the mental
geography
b.
Land and the Promise of the American
Dream
2.
Adaptation:
a.
Irish as a gregarious people
b.
Ill-prepared and ill-furnished for success as farmers in
America
3.
Farming:
a.
Subject to acts of nature
b.
Prices for commodities
c.
Credit, loans, and debt
Associated
projects:
QARS: Reading
#4
Readings:
Reading
#4
Unit 6: Topic
Discussion
Teaching
points:
Student led discussion of The American Dream
Associated
projects:
Reflective Discussion: the
American Dream; vocabulary exercise
Readings:
"Historical Jottings" (essay)
Unit 7: Irish
Immigrant Urbanization
Teaching
points:
1.
Famine Irish are the precursors of urban
America
a.
established precedents
b.
established patterns
2.
River City
USA
:
a.
Networks:
1. The Catholic Church
2. Work
3. Family
4. Social Organizations;
the Ancient Order of Hibernians
3.
Upward mobility:
a.
Geographic; homes
b.
Social; political involvement in the Democratic Party
c.
Economic; jobs
1. Bridget the domestic
2. Patrick the civil
servant
Associated
projects: Reciprocal teaching
through individual presentations
Readings:
Reading
#5
Unit 8: The
American Melting Pot
Teaching points:
1.
Americanization:
2.
Nativism:
a.
Anti-catholic
b.
Anti-immigrant
Associated
projects: KWL: Melting Pot;
discussion of Nativism;
continuation of individual projects
Readings:
Reading
#6
Teaching points:
1.
Why study immigration history? By examining their immigrant roots,
students could become enthusiastic learners, as this type of history is about
them.
2.
What would I want history students to learn from this teaching unit? If
nothing else, I would want the student to understand that this nation was
built by the sweat and toil of untold millions of immigrants from most nations
of the world; the Irish are merely one single example. And, the contributions
of immigrants continue to add to, not take away from, the greatness of this
nation.
3.
What do you think? Students will apply critical thinking to develop
their own opinion about the Famine Irish immigration experience, expressing
their opinion through a written essay.
Associated Projects: Essay; discussion on what they have learned; vocabulary exercise; exit
assessment
My Response:
What I have learned from this project is the
Mullin-Reagan family were survivors. Faced with famine and loss of family,
they managed to find a way to a port of embarkation, survive the passage to
America
,
and reestablish their Irish identity in
America
.
Despite being ill-prepared and ill-furnished for life in the American West,
Famine Irish pursued the American Dream. Moving beyond their port of
debarkation, some Famine Irish continued their migration, establishing
themselves in
Iowa
.
Their history is our history.
The ultimate goal of this unit is to challenge students
to identify and appreciate the contributions immigrants have made and how
these contributions have affected the student's lives.