Brown, Linda Joyce. The Literature of Immigration and Racial Formation: Becoming White, Becoming Other, Becoming American in the Late Progressive Era. New York: Routledge, 2004.

Chapter 1, "Introduction: Race, Whiteness, and Women Immigrants," provides a concise review of present-day literature on whiteness; it also addresses some key early twentieth-century sources, including Changes in Bodily Form of the Descendants of Immigrants.

Jacobson, Matthew. Whiteness of a Different Color: European Immigrants and the Alchemy of Race. Cambridge, Mass.: Harvard University Press, 1998.

See especially chapter 2, "Anglo-Saxons and Others, 1840-1924," and chapter 3, "Becoming Caucasian, 1924-1965."

Roediger, David R. Working Toward Whiteness: How America's Immigrants Became White: The Strange Journey from Ellis Island to the Suburbs. New York: Basic Books, 2005.

See especially chapter 1, "New Immigrants, Race, and 'Ethnicity' in the Long Early Twentieth Century," and chapter 3, "'The Burden of Proof Rests with Him': New Immigrants and the Structures of Racial Inbetweenness."

National Center for History in the Schools National Standards for History
http://nchs.ucla.edu/standards/

Standards in Historical Thinking (Grades 5-12)
STANDARD 3: Historical Analysis and Interpretation

• Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
• Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
• Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached.

United States History Standards (Grades 5-12)
ERA 6: The Development of the Industrial United States (1870-1900)

Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity.
Standard 2A: The student understands the sources and experiences of the new immigrants.

• Distinguish between the "old" and "new" immigration in terms of its volume and the immigrants' ethnicity, religion, language, place of origin, and motives for emigrating from their homelands (7-12).
• Assess the challenges, opportunities, and contributions of different immigrant groups (5-12).
  

• Analyze the scientific theories of race and their application to society and politics (7-12).
• Explain the rising racial conflict in different regions, including the anti-Chinese movement in the West and the rise of lynching in the South.
  

California History-Social Science Academic Content Standards
www.cde.ca.gov/be/st/ss/

Analysis Skills: Research, Evidence, and Point of View (Grades 6-8)

• 1. Students frame questions that can be answered by historical study and research.

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Indus-trial Revolution.

• 7. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

Analysis Skills: Research, Evidence, and Point of View (Grades 9-12)

• 4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

• 2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

Massachusetts History and Social Science Curriculum Framework
www.doe.mass.edu/frameworks/hss/final.pdf

Concepts and Skills (Grades 8-12): History and Geography

• 8. Interpret the past within its own historical context rather than in terms of present-day norms and values.

Industrial America and Its Emerging Role in International Affairs, 1870-1920

• USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.