Primary Source: Europe Take Notice
Note: This resource was selected for educators to use to teach about the relationship between the Ku Klux Klan’s white supremacist ideas on immigration and the Immigration Act of 1924 (Johnson-Reed Act). To use these resources responsibly, please view our teaching ideas, some of which are included in our Reflection Questions and Teaching Suggestions below.
The primary source was culled from the collection of the Indiana State Library by Historian Jill Weiss Simins.
Learning Goal:
The resources on this website can be used to:
- Build an understanding of public messages about migration through U.S. history.
- Inquire about the way public messages about migration influence how people think and act.
- Identify patterns of prejudice and prepares students to assess whether available public stories about migration are reliable and representative.
Introduction
The Ku Klux Klan sought to spread their message of hate in public rallies and through their newspaper, the Fiery Cross. The cartoon below was published just 10 days before the Johnson-Reed Act went into effect. The act imposed tight quotas restricting immigration from Eastern and Southern Europe as well as Asia and Africa.
Primary Source
Transcription of Cartoon Text:
Europe, Take Notice;
This Is Not a Dumping Ground, Signed Uncle Sam;
Europe; Trash, Castoffs, Undesirables, Rubbish
Reflection Questions and Teaching Suggestions
It is essential that students recognize that the Klan’s newspaper, the Fiery Cross, was not intended as objective journalism. It was published as a tool to disseminate the Klan’s perspective and promote their racist and xenophobic vision. The questions and activities below are intended to build an understanding of the role the Klan played in the 1920s in shaping attitudes about immigration, encourage reflection on the way that Klan sought to promote their ideas, as well as consider why so many people found their racist ideas appealing.
Consider using the following thinking routines to frame a close read of the document itself:
- See-Feel-Think-Wonder: A thinking routine for nurturing close observation, curiosity, and self-awareness
- By Whom, About Whom, For Whom?: A thinking routine to make power and positions visible
Consider using the following thinking routines to encourage reflection and communication about the resource including the perspectives and insights that students bring to the document and take away from their close read. Recognizing that not all of us bring the same perspective and experiences to a study of anti-immigrant racism and its influence on policy, it is extremely important to encourage thoughtful communication across differences. You might begin by either reinforcing any contract you have set up for communication or creating one now. The following routines might be helpful for creating respectful dialogue and reflection:
- Chalk Talk: A thinking routine for considering ideas, questions, or problems by silently responding in writing both to the prompt and the thoughts of others
- Who Benefits? A thinking routine to gauge and respond to inequities
- What Makes You Say That?: A thinking routine for building explanations
Citation: “Europe Take Notice,” cartoon, Fiery Cross (Indianapolis), May 16, 1924, 4, accessed Hoosier State Chronicles.
