• daejon_t
According to this passage, why did the author’s grandfather believe that the statue would not welcome all immigrants to America? The statue was in pieces. The statue did not have a base, so it was unstable. The statue of the lady was holding a tablet. The statue did not display a welcoming message.
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  • schrodinger
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  • daejon_t
Quinn dragged him off to the warehouse where the statue was stored to show him what a magnificent thing it must be. My grandfather saw the statue all right, but it was in pieces. He told Quinn he didn't understand how it would ever look like the pictures in the newspaper or how a statue would give people opportunities, which is what he felt America was all about. Quinn set him straight by telling him that it had been taken apart for shipping, but my grandfather insisted that the statue wouldn't be very stable when it was put together, and then it would represent a shaky America. Quinn told him to visualize the statue all put together, standing ten stories high, sitting on an island in the middle of New York Harbor, welcoming poor immigrants to this country. The way the story goes, my grandfather walked around the pieces and saw a tablet in the lady’s hand. He read the inscription, which said July 4, 1776, in Roman numerals. My grandfather said that if the statue was intended to welcome everyone, then the tablet should just say “Welcome All.” He left the warehouse, grumbling about the statue falling over in a high wind, but it never did. My grandfather eventually made a donation to the fund to build this base that we are standing on right now. After the lady from France was erected, Grandfather proudly let everyone know how he'd contributed to the welcoming lady of liberty.
  • sleepyjess
Welcome to OpenStudy! In the passage, it says "My grandfather said that if the statue was intended to welcome everyone, then the tablet should just say “Welcome All.” " What do you think after focusing on that sentence?
  • anonymous
The curriculum unit presented will be incorporated into the United States History II survey course that is required of all eleventh graders in the city of New Haven. The unit will focus on the Italian immigrant experience during the years 1870-1920. [ As the general population of Wilbur Cross High School is diverse, it is imperative that teachers embrace as many ethnic and racial groups as possible in the course of study. I believe that by studying the various groups students will learn not only about the differences in the cultures and backgrounds, but shared experiences as well. In A Larger Memory by Ronald Takaki, it is noted that our grandparents are "worthy of scholarly attention... making choices as they left their homelands and settled in America. They helped to transform their adopted country as they became Americans." Takaki offers many personal stories that may be read and studied in the classroom. Students love to listen to and read personal accounts of immigrant experiences. I have enjoyed relating my own memories with them about growing up in an Italian-American household. Both my maternal and paternal grandparents came to America around the turn of the century passing through Ellis Island. I have told my students the stories that my grandparents told to me when I was a child. Every spring my class participates in a visit to Ellis Island and I show them the names of my grandparents on the wall of honor. America has become a nation of immigrants; persons of many nationalities, languages, customs and religion. To tell their story is also to tell the story of the United States. Oscar Handlin in The Uprooted begins his introduction "Once I thought to write a history of the immigrants in America. Then I discovered that the immigrants were American history." I have divided this unit into five major categories: reasons Italians left their homeland, their crossing, experiences at Ellis Island, settlement, and discrimination. to top Objectives and Strategies Students will investigate the reasons Italians left their homeland. Between 1880 and 1920 over four million Italians were recorded as entering the United States. No other ethnic group has sent so many immigrants in such a short time. ]

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