5 days of lesson plansOverview:
This series of plans for a U.S. History class is designed to encourage students to explore the topic of immigration to the U.S., for an enduring understanding that we are a country of immigrants.
Enduring Understanding: The U.S. is a Country of Immigrants Central Focus: History of Immigration in the U.S. Content Standards (U.S. History): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 11.11.7. Explain how the federal, state, and local governments have responded to demographic and social changes such as . . . international migration. ELA Standards (11th-12th Grade): B. Interpretive 6. Reading/viewing closely. a. Explain ideas, phenomena, processes, and relationships within and across texts . . based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words. C. Productive. 9. Presenting. Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register. C. Productive. 10. Writing. a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register. Day 1Essential Question: Aren’t we all immigrants?
Content Standard(s): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. ELA Standard(s): Interpretive 6. Reading/viewing closely. a. Explain ideas, phenomena, processes, and relationships within and across texts . . based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words. Objectives: Content: After reading about the global migration of humans, SWBAT demonstrate understanding of the history of global migration BY completing a map of the migrations. ELA: After instruction in close reading, SWBAT apply information from their reading BY completing a map of human migrations. Materials: “The Great Human Migration,” Smithsonian Magazine, July 2008, http://www.smithsonianmag.com/history/the-great-human-migration-13561/ Great Human Migrations Pattern Map and list of instructions, https://school.bighistoryproject.com/media/khan/KU6.3.7_HumanMigrationPatterns_Worksheet.pdf Assessments: Completed map of human migrations Anticipatory Set: Photos of diverse people - Which one came from Africa? (5 min.) Student Activities: Students will read about human migration and make notes of historic human movement around the globe. (20 minutes) Students will then complete a map by labeling the relevant places, drawing human migration routes, and dating the migration routes. (20 minutes) Students work in groups to check their maps and make changes/additions as needed. (5 min.) Class discussion about where people currently living in the U.S. came from.(5 min.) Closing: Back to photos from anticipatory set - do they now understand why we say all these people came from Africa? (2 min.) Day 2 |
Essential Question: Why do people migrate?
Content Standard(s): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. ELA Standard(s): C. Productive. 10. Writing. a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register. Objectives: Content: After participating in an activity on push/pull factors in human migration, SWBAT evaluate the reasons that cause people to migrate BY writing a paragraph on the factors that would cause them to move or not move to another country. ELA: After discussing push/pull factors, SWBAT identify those factors in the modern world BY researching and independently writing a paragraph on those factors, using appropriate text organization and register. Materials: Computers Push/Pull Graphic Organizer Rubric for Push/Pull Paragraphs Assessments: Written Paragraph Anticipatory Set: Photos of various locations around the world - Where would they like to move? Where would they not want to move? (5 min.) Student Activities: 1. Class discussion of push and pull factors for migration. Brainstorm list of push and pull factors in the modern world. (5 min) 2. Research other countries on the internet and fill in graphic organizer on one place they would like to move and one place they would not want to move, citing push/pull factors for each. (20 min.) 3. Using research, graphic organizer, and rubric, write paragraph explaining the places they would want to move and not want to move, citing the push/pull factors that affect their choices. (20 min.) Closing: Discuss whether they now have better understanding of why people choose to move from one country to another? (5 min.)
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Essential Question: How have immigrants been treated in the U.S.?
Content Standard(s): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 11.11.7. Explain how the federal, state, and local governments have responded to demographic and social changes such as . . . international migration. ELA Standard(s): C. Productive. 10. Writing. a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register. Objectives: Content: After researching immigrants in the U.S., SWBAT synthesize their research on the immigrant experience BY writing a letter home from an immigrant. ELA: After conducting on-line research, SWBAT synthesize their research BY writing a letter from the point of view of an immigrant, describing their new life in the United States. Materials: Computers Assessments: Written letter home from immigrant Anticipatory Set: Photo of Statue of Liberty and poem “The New Colossus” by Emma Lazarus. (5 min.) Student Activities:
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Day 4 |
Essential Question: How have immigrants changed the United States?
Content Standard(s): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 11.11.7. Explain how the federal, state, and local governments have responded to demographic and social changes such as . . . international migration. ELA Standard(s): B. Interpretive 6. Reading/viewing closely. a. Explain ideas, phenomena, processes, and relationships within and across texts . . based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words. Objectives: Content: After participating in a group activity, SWBAT draw conclusions about the effects of immigrants on the U.S. BY comparing and contrasting the effects of immigrants on various aspects of daily life in the U.S. ELA: After participating in research as a group, SWBAT summarize their research findings BY creating a poster demonstrating the effects of immigrants on one aspect of daily life in the U.S. Materials: Computers Poster Paper Markers Assessments: Posters Anticipatory Set: Presentation on impact of immigrants on food in the U.S. (5 min.) Student Activities:
art music literature population and demographics politics and law medicine business and the economy language 2. Each group will then research and make a poster explaining the impact of immigrants on this aspect of daily life in the U.S. (25 min.) 3. The posters are put up around the room, and each group briefly presents their poster to the class. (10 min.) 4. The groups then travel from poster to poster, stopping at each poster to discuss the explanation on the poster and writing their own thoughts about the particular topic on the poster. (10 min.) Closing: Class discussion on whether the U.S. would be different without immigrants? Would it be a better or worse place to live? (5 min.) Day 5Essential Question: What is the Overall Effect of Immigration on the U.S.?
Content Standard(s): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 11.11.7. Explain how the federal, state, and local governments have responded to demographic and social changes such as . . . international migration. ELA Standard(s): C. Productive. 9. Presenting. Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register. Objectives: Content: After participating in a series of classes on the history of immigration in the U.S., SWBAT synthesize the material they have learned BY participating in a Socratic Seminar on the topic. ELA: After participating in a series of classes on immigration, SWBAT orally present their evaluation of various immigration topics, expressing complex and abstract ideas well-supported by evidence and reasoning and delivered using an appropriate level of formality and understanding of register BY participating in a Socratic Seminar on the topic. Materials: PowerPoint with rules and expectations for Socratic Seminars Name Cards with student names printed on them Socratic Seminar Rubric Sentence Starter placemats Assessments: Participation in Socratic Seminar, pursuant to Rubric Anticipatory Set: Review rules and expectations of Socratic Seminars (5) Student Activities:
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