Teachers of American History Project (TAH) Year 2. Immigration. By, Teresa Bell. Vickie Bettis. Barbara Jean Taylor

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1 Teachers of American History Project (TAH) Year 2 Immigration By, Teresa Bell Vickie Bettis Barbara Jean Taylor

2 Lesson Plan Subject: Immigration This is a five day lesson unit for grade 5, 1 hour each lesson, with a background knowledge activity 2 days prior. (introduced the Thursday or Friday prior to lesson plan activation) (5 th grade/ Social Studies) (can be modified for grades 3-8) GPS: SS5H3: The student will describe how life changed in America at the turn of the century. SS5H3 d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. Learning Goal(s): (Students will understand the reasons people immigrated to the United States, where they came from, and where they settled.)

3 Essential Question: What are some of the reasons people move? Activate Learning: a. Day I (Thursday) Students gather information from families about ancestors and where they came from. b. Day II (Friday) Students will bring information to the class in regard to family history. c. Using push pins, students will locate and discuss their family s originations on a world map. d. Gather location data on a chart concerning student s family country of origin. Lesson Plans: Day I : a. Pre-test: Teacher posts pictures of Ellis Island on the smartboard. Students are instructed to study the pictures and record what they see. After 5-8 minutes, ask the students what they see in the picture. After the discussion, let the students orally create focused questions concerning the picture. Example: Where do you think these people are going? Are the people related to each other? Direct students to spend 10 minutes creating and answering questions concerning the photos. b. Teacher will read How Many Days to America? by Eve Bunting. c. Show American Heritage Series : Immigration to the United States first 2 segments ( d. After reading the story and viewing the video, have students turn over the pre-test paper and write any additional questions, or thoughts they may have concerning the photo. Has anything changed? Day 2: (Building background about Ellis Island) (Extra curricular options available on

4 ) a. Read the book When Jessie Came Across the Sea by Amy Hest. b. Show the video (Reading Rainbow) Watch the Stars Come Out (this is a story about Ellis Island itself) c. On the smartboard, bring up the Ellis Island Institute website, and go to Immigrant Journey (this is a whole group activity) Day 3: Why did people immigrate to the United States? a. Teacher shows segment 3 of American Heritage Series: Immigration to the United States ( Discuss why people immigrate: Students get into groups of 5 and create a chart listing why people immigrated to the United States. Each group will present and explain their thinking. Day 4: Centers Activities Students will rotate through four centers during the class period: a. Center I: Book Nook: Students have the option to choose a book about Immigration from the class library. b. Center II: Student will choose a picture for one of the Ellis Island 10 photos provided and write a short narrative. c. Center III: Art Center: Create a quick sketch of how you think Ellis Island looked through the eyes of a little immigrant child. d. Center IV: Ellis Island Journey from Ellis Island Institute. Day V: Culture and Citizenship: American Heritage Series : Immigration to the United States segment 5 and 6 ( Culminating Activity/ Post Assessment Teaching Strategies: Graphic Organizers, Reflective Journaling, technology, inquiry based acknowledgement of historical photos/ Socratic Seminar. Word Splash; ancestor, immigrant, persecution, opportunity cost, global, ethnic group, tenement, culture, steerage

5 Summarizing: Reflective journaling (diary and inquiry based noticing) Authentic Culminating Assessment Create a diary entry form and have students imagine that they had traveled to the U.S. with their own relatives who immigrated to the U.S.. Answer these questions on our diary entry form. What country are you leaving? Why are you leaving your homeland? Who are you traveling with on your journey? Who did you leave behind? What did you bring with you? What do you think life will be like in America? Culminating Assessment Rubric Criteria/Scale Just Beginning Almost There Meets Standard Wow! Historical Accuracy No understanding of immigration Exhibits little understanding of facts related to immigration Recall reasons people emigrated to the United States Analyze and assess reasons for the wave of immigration to the United States. Development and Organization of Text No statements are accurate and in the correct placement Few statements are accurate and in the correct placement. Most statements are accurate and in the correct placement. All statements are accurate and in the correct placement.

6 Bibliography How Many Days to America? A Thanksgiving Story by Eve Bunting and Beth Peck Watch the Stars Come Out by Riki Levinson and Diane Goode When Jesse Came Across the Sea by Amy Hest and Patrick Lynch I Was Dreaming to Come to America: Memories from the Ellis Island Oral History Project by Veronica Lawlor The Keeping Quilt by Patricia Polacco Coming to America: The Story of Immigration by Betsy Maestro Dreaming of America: An Ellis Island Story by Eve Bunting and Ben Stahl The Children of Ellis Island by Barry Moreno Ellis Island Institute Additional Suggested Resources Historic Monuments: Statue of Liberty: by Julia Hargrove and Gary Mohrman (teacher resource)

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