Land and Freedom US History Lessons

Activities

1. Analyzing an Interpretation

Henry George, social critic of the late 19th century, wrote in his book, The Irish Land Question:

It is a mistake to consider the Irish Land Question as a mere local question, arising out of conditions peculiar to Ireland, and which can be settled by remedies that can have but local application. On the contrary, I contend that what has been brought into prominence by Irish distress, and forced into discussion by Irish agitation, is something infinitely more important than any mere local question could be... What is involved in this Irish Land Question is not a mere local matter between Irish landlords and Irish tenants, but the great social problem of modern civilization. What is arraigned in the arraignment of the claims of Irish landlords is nothing less than the widespread institution of private property in land. In the assertion of the natural rights of the Irish people is the assertion of the natural rights that, by virtue of his existence, pertain everywhere to man.

Based on this interpretation of a major problem that confronted the Irish during the famine, please answer the following questions.

What does George consider to be the Irish Land.Question?: .
To what degree is this local or international in nature?
What solution is implied in this passage?
What clues, if any, does he give to accomplish this solution?
What examples can you give today that this question is a universal one?
What evidence can you give that this question is not a universal problem?
Are there, in the world today, certain causes which are universal? Explain.

2. Value Analysis of Information

Political and social changes are happening around the world today: some examples are the collapse of the Soviet Union, the breakup of Yugoslavia, war in the Persian Gulf, political turmoil in Central America. Huge numbers of people are leaving their native countries to seek a better life elsewhere. Have the students choose five news items dealing with emigration from a country, noting their reasons for leaving and the values they espouse. Have them fill in a chart like the one below.

Source of story	Country	Reasons for leaving	Values involved
.	.	.	.
.	.	.	.
.	.	.	.
.	.	.	.
.	.	.	.

3. Interviewing A Person of Irish Heritage

In order to find out about why the Irish emigrated to the United States and what has happened to their descendants, students might visit someone of Irish descent. If this isn't easy to arrange, the telephone yellow pages might list Irish organizations which could provide sources. People over 50 are more likely to have the best information on the topics below. If an interview is not possible, students might find data in books about Irish people in America. Before the interview, students should compile questions, samples of which appear below:

Personal:
When and where were you born?
When and where were your parents born?
When and where were your grandparents born? (if possible, go back farther.)
What stories have been handed down in your family?
Education:
Where did you go to school?
How important was education in your family?
What do you know about the education of your parents, grandparents, etc?
Family members.
What do you know about the reasons for your family coming to this country?
To what degree has this information been passed on to your children?
How interested are your children in their heritage?

After students complete their interviews, each discusses responses with the class, helping the group understand the varied reasons for Irish immigration.

4. Reading a Bar Graph

Please answer the following questions:

Approximately how many immigrants entered the United States during the total period shown?
Based upon your knowledge of history, what may have caused some of the increases in the later decades?
What are some conclusions we can draw from the graph?
What other information could have been included in the graph?
Discuss some advantages in using such a graph.
Obtain figures for 20th century immigration and plot a bar graph.