The Great American Meltin' Pot

America was founded by the EnglishBut also by the Germans, Duch, and French,

The principal still sticksOur heritage is mixed

So any kid could be the president

You simply melt right in, It doesn't matter what your skin.

It doesn't matter where you're from,Or your religion, You jump right in To the great American meltin' pot.

Great American meltin' pot

Schoolhouse Rock -- Clip.url

Immigration, Education,

and Multiculturalism

E Pluribus Unum (one from many)

Provenzo Chapter 8

European traditions and beliefs

Most immigrants before 1890: Protestants from Northern Europe

U.S. culture at that time reflected the traditions and beliefs of northern Europe.

Legitimate versus imposters

Conflicts between old and new immigrant groups common.

Earlier groups considered themselves to be legitimate U.S. citizens.

Established groups viewed new immigrants imposters or trespassers.

Nativist Movement: 1830 – 1840’s

Antiforeign groups

Believed new immigrants subvert democratic values.

Catholics feared to owe allegiance to the Pope

Legislation restricting immigration 1860 and 1890 population doubled (30

million to 60) million. 1880s immigrants from southern and

eastern European countries. Legislation restricting immigration: first

time in 1882.

The Americanization of Immigrants

Education primary means to Americanize and assimilate new immigrants.

Excluded from the

melting pot “Melting Pot”: immigrants

assimilated into culture through education and acculturation.

Does not correspond with reality of U.S. experience.

Many immigrant groups maintained their ethnic identity.

Melting pot did not take into account immigrants and ethnic groups who did not easily blend into the culture.

Asians, African Americans, Native Americans, and others were excluded from this process of fusion and amalgamation.

E Pluribus Unum: One from many

Many cultures coming together to create single culture

Cultural Pluralism

Immigrants preserve best of old-world cultures

Gradually assuming U.S. customs, beliefs. Ethnic minorities encouraged to preserve

own traditions While taking active part in economic and

social life of the United States. Strength as a nation derives in large part

from the diversity of its ethnic cultures.

Pluralism embraces all people

Regardless of backgrounds, beliefs.

WASP remains only on of many groups within the culture.

Traditional mainstream assumptions

Monoculturalism Argues diverse ethnic, racial

groups need become like traditional mainstream culture

Liberal multiculturalism •Individuals from diverse groups share natural equality and common humanity•Toward a universal equality made up almost exclusively of Western and white middle-class assumptions

Pluralist multiculturalism

Most widely accepted model of multiculturalism.

Emphasizes

difference between various ethnic and cultural groups rather than focusing on sameness.

Left-essentialist multiculturalism

Essential, unchanging characteristics define culture.

Exclusiveness and solidarity preclude outside understanding, involvement.

FUBU, Radical feminism

Critical multiculturalism

Recognizes humans as social beings

Shaped by range of economic, political, cultural forces.

Understanding power and power relationships is essential in this model.

Ethnicity

Extraordinarily complex phenomena.

Sense of peoplehood developed through language, traditions.

Most immigrants have learn a new language As a national language, English is a powerful force in their assimilation. Bilingualism: controversial, emotional issue. Federal support for bilingual education began in 1968 with Title VII, the Bilingual Education Act, amended the Elementary and Secondary Education Act (ESEA) of 1965.

Bilingualism and U.S. Education

Reflection questions:1. What are the advantages of the diversity (gender, age, ethnicity, sexual

orientation, occupation, religion or denomination, political affiliation) in the United States?

2. What are some of the serious problems that arise from this country being a multicultural society?

3. How important is it for the schools to Americanize immigrant children?

4. What are some of the problems that can occur when the schools take on this task?

5. Should quotas be set on the number of people allowed to immigrate to the United States?

6. If yes, how should the quotas be determined?

7. Is bilingual education something that should be supported by the schools and the culture in general?

CPS question: What do you think?

Can schools and the educational system support immigrant traditions and U.S.

values simultaneously? (Provenzo 170)

Historical Events Clayton, Jackson, McGhie Hanging

The lynching of nineteen-year-old Elias Clayton, nineteen-year-old Elmer Jackson, and twenty-year-old Isaac McGhie. June 15, 1920, Duluth, Minnesota.

Cultural Event: GLBT pride festival1. Teams of three: sign

bearer2. Create three or more

signs with words, symbols, slogans found in parade, on sidewalk, in support, in protest of parade

3. Identify the Provenzo cultural stance of sign bearer

4. Offer individual’s argument for sign

1. Teams of three: journalists

2. Prepare two or more interview questions for sign bearers from each Provenzo cultural stance

3. Remember you’ll interview supportive folks and nonsupportive follks

4. Practice your questions on each other