A TEACHING STRATEGY

Main Ideas
Cultural conflict often arises from misperceptions, false assumptions, and prejudice. In multicultural societies where many diverse points of view exist, the possibility of conflict between individuals and groups is often increased. Compromise, however, can result from the search for financial security and social acceptance.

In 1908, Chicago was a booming metropolis with more than one million people, three-quarters of whose population was either foreign born or the children of foreign born. Immigrants came to Chicago from European countries, each group bringing with them dreams and expectations for a new way of life. In Chicago these immigrant groups often conflicted or compromised with each other as they faced prejudice, discrimination, political injustice, or economic inequality in the struggle to make a place for themselves in a new land.

Connection with the Curriculum
This material may be used to teach Illinois, Chicago, and U.S. history, sociology, law, government, or social studies classes.

Teaching Level
This material is for high school students. It may also be appropriate for seventh and eighth graders who are interested in history.

Materials for Each Student

• A copy of this article's content portion, activity pages, a pen or pencil and paper

• To deepen understanding, optional use of the encyclopedia, dictionary, books on immigrants, books on Jane Addams as well as current newspapers

Objectives for Each Student

• Elicit ideas on the resolution of cultural conflict without violence.

• Show cause and effect between prejudice and discrimination.

• Show relationships between attitudes, beliefs, and laws.

• Show relationship between dreams and reality.

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Opening the Lesson
• Have the students brainstorm about the ideas they hold on prejudice and discrimination. The ideas elicited from the students may be organized in the following categories: feeling; action; and laws. Use these categories to establish cause and effect relationships.

• Stimulate a discussion about recent immigrants in the United States.

• Have students discuss their own family history or their area's ethnic background.

Developing the Lesson
• Have students read the article's content portion. The following activities may be assigned as classroom work or as homework:

A. Discuss concepts found in the reading: prejudice, discrimination, anti-Semitism, responsibility, cultural diversity, and individual rights.

B. Simulate or role play various points of view as in an investigation of the case.

C. Collect articles in journals or newspapers that reflect immigrants' experiences in the 1990s.

D. Research immigration laws.

Concluding the Lesson
The conclusion of the lesson may reinforce critical thinking skills by addressing the list of objectives for each student. A concluding discussion could include points listed on the board and their validity examined.

Extending the Lesson
• Visit the Jane Addams' Hull House Museum in Chicago and tour its neighborhood: 800 S. Halstead Street, Chicago, IL 60607-7017; phone: (312)413-5354.

• Invite a community lawyer to discuss laws on immigration.

• Assign a paper or project on cultural differences in the United States today.

Assessing the Lesson
• Students might write essays on the Averbuch case to demonstrate their understanding of cause and effect relationships.

• Students may research the Averbuch inquest and re-create it through role play.

• Students may locate and display articles on recent cases that may be similar to the Averbuch conflict.

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1. Consider the ethnic make-up of Chicago in 1908. Explain why the Averbuch incident had a powerful impact on the city.

   ACTIVITY -1 MAP
   THE HULL-HOUSE NEIGHBORHOOD IN 1908

   
   

2. List the largest ethnic groups living in the area surrounding Hull House. Research their customs/values and infer why they may have lived peacefully together or why conflict may have emerged.

3. Today, Chicago is a mosaic of ethnic neighborhoods. List the new immigrants that live in Chicago or your area. What are the reasons for immigrants going to these areas?

4. How does overcrowding and ethnic diversity affect a community?

5. Who are the Americans? Explain your answer. What are the major ethnic groups in America today?

1. List and explain reasons why Eastern European Jews immigrated to the United States.

   
   
   

2. What were the prevalent attitudes toward immigrants in Chicago, Illinois, at the turn of the century?

   
   
   

3. Define anarchism, and explain how the fear of this movement led to Chief Shippy's action on March 2, 1908.

   
   
   

4. The Averbuch incident brought to the surface the tension that existed between the new immigrants and the more established members of society. Describe the conflict.

   
   
   

5. Do you think Jane Addams would have supported the attorney's compromise? Support your answer.

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Fill in using information found in the reading section on the Averbuch case.

Beliefs/Attitudes/Ideas/Assumptions ..............Produced These Actions/Responses

1. Police Chief Shippy
   Belief:_______________________________________

   Response: ___________________________

2. Public
   Belief:_______________________________________

   Response:____________________________________

3. Police
   Belief:.___________________________________

   Response:__________________________________

4. Olga Averbuch
   Belief:___________________________________

   Response:____________________________________

5. Eastern European Jews
   Belief:_________________________________

   Response:____________________________________

6. German Jews
   Belief: ______________________________

   Response: ____________________________________

7. Jane Addams
   Belief:________________________________

   Response: ______________________________

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