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The Ethnic MakeUp of Contemporary NYC

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Title: The Ethnic MakeUp of Contemporary NYC


1
The Ethnic Make-Up of Contemporary NYC
  • By Jannis Wullenweber, Jan Libuda and Sebastian
    Bröker

2
Some History
http//www.nyc.gov/html/dcp/pdf/census/1790-2000_n
yc_total_foreign_birth.pdf
3
Some History
4
Where did the people come from?
5
Where did the people come from?
6
Where did the people come from?
7
Where did the people come from?
8
Historical summing up
  • In the 19th and early 20th century most people
    came from Europe to NYC
  • The largest groups were Italians, Germans,
    Irish, Russian, Polish, English and Greek
  • The black population in comparison was remarkably
    smaller but has catched up throughout the years

9
Contemporary NYC figures
10
Contemporary NYC figures
  • The 2007 figures reveal the following
  • Europe-born citizens are only in third place
    nowadays.

11
Contemporary NYC figures
  • The districts of NYC however show differences in
    their ethnic make-up
  • The Bronx is made up by 75 of Latin Americans,
    but only by 7.9 of Europeans
  • Queens e.g. is made up by 35 of Asians and 14
    of Europeans
  • The highest numer of foreign-born citizens lives
    in Queens, the lowest in Manhattan

12
Notes
  • The earlier shown figures just provide facts
    about the place of birth of NYC citizens.
  • There are also many other Europeans, African
    Americans, Latinos, Asians and other ethnicities
    who live in the second or third generation in NYC.

13
Notes
  • According to the 2007 census estimates there are
    approx.
  • 45.3 White (including 35.1 non-Hispanic White)
  • 26.2 Black/African-American (including 23.7
    non-Hispanic Black)
  • 12.1 Asian
  • 0.1

14
Notes
  • According to the 2007 census estimates there are
    approx.
  • 17.7 some other race
  • 1.9 two or more race
  • 27.4 Hispanic or Latino of any race

15
The ethnic makeup of contemporary NYC
  • Teaching unit

16
General information
  • Schulform Gymnasium/Gesamtschule
  • Jahrgang 10/11 Übergang Oberstufe
  • Ca. 6-7 Unterrichtstunden

17
Content-based aims of the unit
  • Students will encounter the ethnic diversity in
    NYC and discuss current issues of ethnic
    diversity in general
  • Students will learn about current problems
    concerning integration/assimilation of the
    specific groups and form their own opinions
  • Students will be able to locate characteristic
    neighbourhoods for special ethnicities in NYC

18
Methodological aims of the unit
  • Students will learn to work in groups and to
    distribute work among group members
  • Students will learn to deal with different kinds
    of media (video, text, internet sources, songs)
    and how to use them
  • Students will train their negotiation and
    debating skills
  • Students will experience a tasty hands-on
    approach to multiculturalism

19
Overview
20
Structure of lesson 1
  • Introduction into the topic
  • Video about cab drivers in NYC
  • Text about cab drivers

21
Structure of lesson 2
  • Focus on ethnic diversity
  • Example pictures of celebrities from NYC
  • Introduction of various ethnic groups
  • Pupils are to choose an ethnicity of their
    interest to work on
  • Presenting requirements for the presentation
  • Division into 6 groups

22
Lesson 3
  • Presentation of various information sources
  • Students research their topics

23
Lesson 4
  • Presentations are held and discussed
  • Students work together on the map of NYC (locate
    ethnic groups)
  • -gt discussion about problems of locating
    ethnicities?

24
Lesson 5
  • Racial issues / Does Race matter?
  • Clarification of key terms integration/assimilati
    on/acculturation
  • Jigsaw Strategie Are immigrants in NYC rather
    integrated or segregated?

25
Lesson 6
  • Beastie Boys An open letter to NYC
  • Song analysis
  • Homework Home-groups have to prepare a
    characteristic dish for their ethnic group

26
Lesson 7
  • Conclusion
  • Dinner and music

27
Anforderungen am Ende der Sekundarstufe I
  • Sie können Sachtexte und literarische Texte
    lesen, diese nach Informationen für ihr
    Sachinteresse auswerten und Materialien unter
    einer leitenden Fragestellung selbstständig
    bearbeiten, u. a.
  • kurze Informationen aus mehreren Quellen
    zusammenführen und für jemand anderen
    zusammenfassen
  • Sie können einfache gesellschaftliche und
    kulturelle Zusammenhänge englischsprachiger
    Länder verstehen, u. a.
  • Recherchen, auch Internetrecherchen, zu leicht
    zugänglichen technologischen, geographischen,
    politischen, historischen, kulturellen Aspekten
    durchführen

28
Anforderungen am Ende der Sekundarstufe I
  • Sie können einige charakteristische Merkmale der
    Kultur und Gesellschaft als Orientierungswissen
    erfassen
  • (u. a. Arbeitsgewohnheiten, Massenmedien, Sport,
    Wohnverhältnisse, Familienbeziehungen,
    Minderheiten, populäre Musik, Kleidung).
  • Sie können Ergebnisse der eigenen Arbeit
    präsentieren, u. a.
  • Notizen mit einfachen Informationen anfertigen,
    um einen eigenen Beitrag vorzubereiten
  • eine vorbereitete einfach strukturierte
    Präsentation zu einem vertrauten Thema klar
    vortragen.
  • Materialien für selbstgesteuertes Lernen
    organisieren und nutzen.
  • Sie können Arbeitsergebnisse und Sachverhalte
    präsentieren,
  • u. a.
  • kurze Präsentationen auf einfache Weise
    durchführen.

29
Über die Fachoberschukreife hinausgehende
Kompetenzen für die gymnasiale Oberstufe
  • die kommunikativen Kompetenzen
  • Die Schülerinnen und Schüler sind in der Lage,
    sich argumentierend an Gesprächen und
    Diskussionen zu Themen von gesellschaftlicher
    Bedeutung zu beteiligen. Sie können mündlich
    Arbeitsergebnisse differenziert und ausführlich
    mit mediengerechter Unterstützung präsentieren
    und Sachverhalte und Befunde der eigenen Arbeit
    an Texten und Medien in angemessener
    Differenziertheit schriftlich darstellen und
    erläutern sowie Problemstellungen erörtern und
    dazu argumentierend Stellung nehmen.
  • die Verfügbarkeit von sprachlichen Mitteln und
    sprachliche Korrektheit
  • Die Schülerinnen und Schüler verfügen über
    einen umfangreicheren Wortschatz und können in
    fachlich angemessener Terminologie Arbeits- und
    Unterrichtsergebnisse darstellen. Sie können sich
    bei vertrauten Themen auf die jeweilige
    Kommunikationssituation wenigstens so weit
    einstellen, dass sie zwischen den eher formellen
    und den eher informellen Registern bzw.
    Stilebenen wechseln können.
  • die interkulturellen Kompetenzen
  • Die Schülerinnen und Schüler verfügen über
    ein vertieftes inhaltlich-thematisches
    Orientierungswissen zur anglophonen Welt
    (Schwerpunkte Großbritannien, USA und wenigstens
    ein weiteres englischsprachiges Land), das sie
    methodisch sicher selbstständig erweitern können.

30
Lesson 1 Introduction into the topic
31
New York City
32
Expectations
  • Take up the students previous knowledge of NYC
  • Perceive New York City as a multicultural city

33
Methodisch-didaktischer Kommentar
  • Introduction into the topic
  • To sensitize the pupils for the topic NYC and
    multiculturalism

34
Cab drivers in New York City
  • http//www.youtube.com/watch?vtlg-5wlKXkE

35
Expectations
  • The students should find out that
  • the cab drivers come from many different
    countries
  • they have lived in NYC for a different period of
    time
  • they love the city
  • they have a dangerous job
  • they identify with NYC

36
Methodisch-didaktischer Kommentar
  • Listening comprehension is practiced
  • The source gives authentic information from cab
    drivers
  • Immigrant background becomes obvious through
    content and the cab drivers accent

37
Textual Work A Welcome Sign for Immigrants By
John Leo
  • Visiting New York? See the Statue of Liberty
    and Radio City if you must, but the most
    interesting thing you can do is hail a cab and
    chat up the driver. Among the cabbies who have
    hauled me around Manhattan in the past few months
    are a Thai actor several Russian Jews a
    Baptist minister from Haiti a Hindu from
    Calcutta who is studying to be a corporate
    economist a young Uruguayan woman who said she
    left her university and her country one step
    ahead of the secret police a stolid York-
    shireman who

38
  • moonlights as a security guard a professor
    from Ghana a Bengali man who loves country music
    and (somewhat alarmingly) steps on the gas in
    time with the beat many Palestinians a chipper
    Samoan, an Iranian who misses the shah, and one
    homegrown fellow with a visor that reads "BORN
    TIERE a genuine native-born American white.
  • To climb the ladder, the new cabbies are
    willing to work hard for fairly low pay, clearing
    between 60 and 110 per 12-hour day during this
    recession, not a lot of money if you have to pay
    New York prices. But then, as they are quick to
    tell you, they are free no boss hovering around
    and they can quit or keep driving whenever they
    want.

39
  • They are good at what they do, picking the
    right routes almost every time and moving in
    rhythm with the city's quickness and hustle. They
    seem like classic New Yorkers, shaking their
    heads like everybody else when they see a blue
    and yellow New Jersey license plate (a
    frightening warning sign that means "wretched
    driver" to knowledgeable natives). And they are
    relentlessly optimistic. No matter how carefully
    I explain that the City is going down the tubes,
    the drivers see only a bright future. One burly
    Haitian said, "Many difficulties, yes, but in
    America, we always handle our problems. Here
    only three years, he's not a citizen yet, and
    America is already "we." I love it.

40
Expectations
  • There is obviously a wide variety of
    nationalities represented among the immigrants
    there
  • It is a rarity of finding a genuine native-born
    American white cab driver in NYC
  • The cab drivers are very opitimistic because they
    have their freedom and the opportunity they
    sought upon their arrival in the US

41
Expectations
  • A job such as that of a taxi driver shows the
    extent to which immigrants are willing to go in
    order to live in America
  • They quickly master the necessary skills and even
    attitudes to integrate into the New York way of
    life
  • They feel like New Yorkers

42
Methodisch-didaktischer Kommentar
  • The text broadens the content of the listening
    comprehension
  • Reading skills and interpretation are trained
  • Variety of used media in this lesson pictures,
    video, text

43
Lesson 2 focus on diversity
44
Picture Quiz
  • Celebrities from NYC

45
Jennifer Lopez
46
50 Cent
47
Al Pacino
48
Lucy Liu
49
John McEnroe
50
Paris Hilton
51
Picture presentation
  • 6 big ethnic groups in NYC
  • Latino - Jennifer Lopez
  • African American - 50 Cent
  • White - Paris Hilton
  • Italian - Al Pacino
  • Irish - John McEnroe
  • Asian - Lucy Liu

52
Expectations
  • Students have to find out names of well- and
    not-so-well known celebrities from NYC a
  • Students have to identify the race/ethnicity of
    the celebrities
  • Students get to know different ethnicities and
    can associate various people that belong to that
    group from their knowledge
  • This activity can take the form of a quiz

53
Methodisch-didaktischer Kommentar
  • The activity is designed to liven up the lesson
  • Students can experience that their previous
    knowledge is of use
  • Introductory task that can be solved by everybody
  • Increasing motivation
  • Quiz from can increase motivation through
    competition as well

54
Presenting group tasks
  • The teacher introduces the project
  • Short presentation about the groups
  • Creating a map of NYC
  • Students are given some time to collect ideas on
    their own
  • In class suggestions are made and a list of
    questions will be made

55
Tasks for group work
  • Where does your group live? What neighbourhood is
    characteristic of them?
  • What are specific cultural characteristics of
    your group?
  • How big is the population?
  • When did they come to NYC? Why?
  • Under what conditions have they lived and are
    currently living in NYC?

56
Expectations
  • Students have to work collaboratively on and
    contribute to a list of questions for the groups
  • Students should agree on the form of presentation
    in class

57
Methodisch-didaktischer Kommentar
  • Students train their skills in negotiating with
    other class members about what is important
  • Students have to look for possible problems in
    creating the presentation

58
6 Groups (of about 5 people) are formed
  • Groups should be chosen according to personal
    interest

59
Presentation of sources
  • Questions to and answers from a journalist about
    NYCs ethnic makeup http//cityroom.blogs.nytimes
    .com/2007/12/11/ask-about-new-yorks-ethnic-neighbo
    rhoods/?scp8sqethnic20makeup20NYstcse
  • Tables and statistics about NYCs neighbourhoods
    http//www.walkingaround.com/
  • resources about different ethnic groups in the
    USA http//www.exil-club.de/dyn/9.asp?Aid37Avali
    date129162013OAid95OAva93349636cache43495u
    rl551582Easpcache54431
  • Articles and media about ethnic America
    http//www.digitalhistory.uh.edu/historyonline/eth
    nic_am.cfm
  • Immigrant stories, etc. http//teacher.scholastic.
    com/activities/immigration/index.htm

60
Presentation of sources
  • Specificially Asian-Americans http//www.asian-nat
    ion.org/first.shtml
  • German site about hip hop culture in the bronx
    http//www.planet-schule.de/wissenspool/bg0008/usa
    _the_sound_of/sendungen/hip_hop_in_der_bronx.html
  • Census data, search function per zip code
    http//www.ethnicharvest.org/peoples/maps/hisp_90_
    map.html
  • Material about stereotypes of ethnicities
    http//www.authentichistory.com/diversity/index.ht
    ml
  • Inspiration for cooking http//www.newyork.com/res
    taurants/

61
Expectations
  • Students should choose from some given sources
    and do further research

62
Methodisch-didaktischer Kommentar
  • Students should be able to to choose from various
    websites and train their skills in identifying
    good sources
  • Students learn to deal with new digital media

63
Research
  • Group activity

64
Expectations
  • Students have to hold a short presentation
  • Students have to organize their work in their
    groups on their own

65
Methodisch-didaktischer Kommentar
  • Skills in dealing with media are trained
  • Evaluation of information
  • Presentational skills are trained
  • Students have to use a media format of their
    choice to present their outcome
  • Social skills are trained
  • Negotiating in groups about the share and
    distribution of work
  • Discussions what to include and what to leave out

66
Lesson 3 Group Research
  • The next one or two lessons are dedicated to the
    autonomous research in the groups
  • The teacher has the role of a supervisor and
    supports the groups individually
  • The teacher has to be prepared to answer
    questions concerning the content as well as
    technical questions (e.g. media use in
    presentations)

67
Lesson 4 Presentation of group work
68
Expectations
  • Students should at least answer the given
    questions
  • Some groups might have done further research
  • Some groups might come up with issues to discuss
    in detail

69
Methodisch-didaktischer Kommentar
  • Presentational skills are trained
  • Students can practice to give a feedback to other
    people

70
Lesson 5 Does Race Matter?
71
Does race matter? Opinions of New Yorkers
  • Kelli, 17 Student Harlem
  • Hell yeah, race matters! You dont see no
    black people livin downtown on 34th Street in
    Trump Tower penthouses and shit like that. We
    live up in the hood, in Harlem and Frederick
    Douglass Houses, where Housing comes once a month
    to fix stuff. We dont got no hot water between
    the hours of 3pm and 6pm. And your lights only
    work in the nighttime!
  • As for us being segregated, I feel that its
    a good thing, because a lot of Caucasian people
    feel some type of way toward black peopleand
    black people nowadays, they dont give a shit.
    But I dont give a fuck, shit. Black, white,
    Puerto Rican, Mexicanyou harm me, its goin
    down. Race nothin.

72
  • Theresa, 41 Teacher East-Elmhurst, Queens
  • To me, race doesnt matter. But it does to
    most people. My landlord asked me to move out,
    saying that the people I bring home bring down
    the neighborhood. I bring one person home my
    boyfriendhes African-American. My name is a
    Hispanic name, but I look white. When we walk
    down the street, the white men give him dirty
    looks, and the black women give me dirty looks.
    Its upsetting.
  • Rahul, 27 Accountant Lower East Side Indian
  • New York, I dont think race matters. Ive
    never felt discriminated against. I think New
    Yorkers are pretty educated, and tolerant.
  • Carolina, 19 Student Long Island Latina
  • Im Brazilian. But if there is an option
    for Latino, then Im Latina. If its between
    Hispanic and white, then Im white, because Im a
    white Brazilian.
  • Whenever I find other Brazilians or
    Latinos, Im always like, Hey, guys! Whats
    going on? Lets hang out. Lets go eat our food
    or listen to our music. I think thats okay as
    long as thats not the only group of people you
    hang out with.
  • Source TimeOut New York. Does race matter?.
    http//www.timeout.com/newyork/articles/features/2
    1486/does-race-matter

73
Expectations
  • Students are supposed to find out that there are
    controversial opinions about race issues

74
Term clarification
  • Integration desegregration the bringing of
    people of different racial or ethnic groups into
    unrestricted and equal associations, as in
    society or an organization.
  • Assimilation the process by which a minority
    group gradually adopts the customs and attitudes
    of the prevailing culture.
  • Acculturation the modification of the culture
    of a group or an individual as a result of
    contact with another culture.

75
Integration or Segregation? Jigsaw Strategie
  • Are immigrants in New York City rather integrated
    into the society or segregated?
  • Jigsaw Strategie One Group consists of 6 members
    who were all in different groups in the group
    work that took place a lesson before. The group
    discusses wether the dicussed ethnic groups are
    rather integrated or not.

76
Expectations
  • Some groups, like the Irish, are more integrated
    and some groups, like the Asian, less
  • There are ethnic enclaves in New York City (e.g.
    Chinatown, Little Italy)
  • It is a highly explosive topic that you can argue
    about

77
Methodisch-didaktischer Kommentar
  • Dicussion of a current issue
  • Students learn to cooperate, discuss and
    negotiate within the goups
  • Every group member is very important within the
    group because of his/her expert knowledge

78
Lesson 6 Beastie Boys An open letter to NYC
79
Beastie Boys An open letter to NYC
  • http//www.youtube.com/watch?vWFAj4R86Zm8

80
Lyrics
  • "An Open Letter To NYC" Brooklyn, Bronx, Queens
    and Staten From the Battery to the top of
    Manhattan Asian, Middle-Eastern and Latin
    Black, White, New York you make it happen
    Brownstones, water towers, trees, skyscrapers
    Writers, prize fighters and Wall Street traders
    We come together on the subway cars Diversity
    unified, whoever you are We're doing fine on the
    One and Nine line On the L we're doin' swell On
    the number Ten bus we fight and fuss 'Cause
    we're thorough in the boroughs and that's a must
    I remember when the Duece was all porno flicks
    Running home after school to play PIX 1 At
    lunch I'd go to Blimpies down on Montague Street
    And hit the Fulton Street Mall for the sneakers
    on my feet Dear New York I hope you're doing
    well I know a lot's happen and you've been
    through hell So, we give thanks for providing a
    home Through your gates at Ellis Island we
    passed in droves

81
Brooklyn, Bronx, Queens and Staten From the
Battery to the top of Manhattan Asian,
Middle-Eastern and Latin Black, White, New York
you make it happen The L.I.E. the B.Q.E
Hippies at the band shell with the L.S.D. Get
my BVD's from VIM You know I'm reppin' Manhattan
the best I can Stopped off at Bleeker Bob's got
thrown out Sneakin' in at 400 am after going
out You didn't rob me in the park at Dianna Ross
But everybody started looting when the light
went off From the South South Bronx on out to
Queens Bridge From Hollis Queens right down to
Bay Ridge From Castle Hill to the Lower East
Side From 1010 WINS to Live At Five Dear New
York this is a love letter To you and how you
brought us together We can't say enough about
all you do 'Cause in the city were ourselves and
electric too
82
  • Brooklyn, Bronx, Queens and Staten From the
    Battery to the top of Manhattan Asian,
    Middle-Eastern and Latin Black, White, New York
    you make it happen Shout out the South Bronx
    where my mom hails from Right next to High
    Bridge across from Harlem To the Grand Concourse
    where my mom and dad met Before they moved on
    down to the Upper West I see you're still strong
    after all that's gone on Life long we dedicate
    this song Just a little something to show some
    respect To the city that blends and mends and
    tests Since 911 we're still livin' And lovin'
    life we've been given Ain't nothing gonna take
    that away from us Were lookin' pretty and gritty
    'cause in the city we trust Dear New York I know
    a lot has changed 2 towers down but you're still
    in the game Home to many rejecting know one
    Accepting peoples of all places, wherever
    they're from Brooklyn, Bronx, Queens and Staten
    From the Battery to the top of Manhattan Asian,
    Middle-Eastern and Latin Black, White, New York
    you make it happen

83
Expectations
  • The students are supposed to find out that the
    song
  • Is a love letter to NYC
  • Describes the 5 Boroughs
  • Gives an optimistic view of multiculturalism in
    NYC
  • Shows that they identify with the city
  • Deals with current topics (NYC after 9/11)

84
Methodisch-didaktischer Kommentar
  • Optimistic outlook at the end of the unit
  • Song comes from a currently popular group
  • Increases motivation
  • Song made by New Yorkers

85
Homework
  • Prepare a typical dish of your ethnic group for
    the next lesson
  • Plan what to bring and what to buy in your group
    distribute tasks
  • Optionally, if you know some good or interesting
    songs about NYC, bring them along

86
Lesson 7 Having dinner together
  • The groups bring along their dishes, prepare them
    in school and share with the other groups (and
    the teacher)
  • Listening to songs about New York

87
Expectations
  • The conclusion of the project and the successful
    participants are celebrated with a dinner and
    music.
  • Students learn something about the traditional
    food of various ethnic groups

88
Bibliography
  • http//www.nyc.gov
  • http//www.nyc.gov/html/dcp/pdf/census/1790-2000_n
    yc_total_foreign_birth.pdf
  • http//en.wikipedia.org/wiki/Demographics_of_New_Y
    ork_Cityg9/
  • anforderunge
  • TimeOut New York. Does race matter?.
  • http//www.timeout.com/newyork/articles/features/2
    1486/does-race-matter
  • Leo, J. A Welcome Sign for Immigrants
  • http//www.standardsicherung.schulministerium.nrw.
    de/lehrplaene/kernlehrplaene-sek-i/gymnasium-g9/en
    glisch-g9/anforderungenum-g9/englisch
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