Immigration Unit Plan · We!AllCome!FromSomewhere!!!!6 Lesson#1:#What’s#Your#Story?#–PartI#! I.##Standards!! 4–H3.0.4Drawuponstories,photos,artifacts

We All Come from Somewhere! Connecting with the US Immigrant Experience

Mary Ebejer

EDG 633 -‐ 01

Teaching Social Studies/Diversity

August 13, 2010

We All Come From Somewhere!

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Table of Contents

Introduction ................................................................................................................................. 3

Unit Standards (GLCEs) ................................................................................................................ 4

Lesson 1: What’s Your Story?

Part I .......................................................................................................................... 6 Part II ....................................................................................................................... 11

Lesson 2: Human Immigration ................................................................................................. 17

Lesson 3: What Does it Mean to be an American?

Part I ........................................................................................................................ 21 Part II ....................................................................................................................... 25

Lesson 4: Discovering “The American Dream”

Part I ........................................................................................................................ 29 Part II (Webquest).................................................................................................... 32

Lesson 5: Who Belongs Here? (Choice Group Projects) ........................................................... 38

Appendix A: Graphic Organizers

Coming to America! ................................................................................................. 42 Immigration Bulletin Board...................................................................................... 43 Reasons for Coming to America............................................................................... 44 Family Culture Profile .............................................................................................. 46 My Continent Research ........................................................................................... 47

Appendix B: Student Activities

Borrowed Word Game............................................................................................. 55 Citizenship Test ........................................................................................................ 57

Appendix C: WebQuest Documents

What is the American Dream WebQuest Description ............................................. 60 Team Management Check List................................................................................. 66 Document Analysis Worksheet................................................................................ 68 Confidential Self-‐Evaluation..................................................................................... 70 Analytic Rubric for American Dreams ..................................................................... 72

Appendix D: Choice Group Project Descriptions

Examining a Life History........................................................................................... 75 Slave Narrative Project ............................................................................................ 76 Mock Ellis Island Re-‐enactment ............................................................................... 77 Current Issues in Immigration Debate ..................................................................... 78


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Introduction

This unit helps students connect with the United States immigrant experience as it examines the push/pull factors that have led to immigration throughout the centuries. It begins with students’ own migration histories to and from different communities, states and countries, branches out to their ancestors’ immigrant experiences, and then examines human migration throughout the millennia. The Unit focuses on the core democratic values through lessons on “What Does it Mean to be an American” and “Discovering the American Dream,” and culminates in independent group projects in which students explore topics of interest in greater depth and present their findings to the class. Topics include: Examining a Life History (through the Federal Writers’ Project 1936-‐1940); Personal Experiences of Slavery and Emancipation; an Ellis Island Re-‐enactment; and a Current Issues in Immigration Debate. Through this unit, students will gain meaningful insights into the immigrant experience and an in depth understanding of what it means to be an American.


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Unit Benchmarks

HISTORY

H3 History of Michigan (Beyond Statehood) Use historical thinking to understand the past.

4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-‐1900, 1900-‐1950, 1950-‐2000). (G)

GEOGRAPHY

G1 The World in Spatial Terms Use geographic representations to acquire, process, and report information from a spatial perspective.

4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States

4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).

G4 Human Systems Understand how human activities help shape the Earth’s surface.

4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)

4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). (H)

CIVICS AND GOVERNMENT

C1 Purposes of Government Explain why people create governments.

4 – C1.0.1 Identify questions political scientists ask in examining the United States (e.g., What does government do? What are the basic values and principles of American democracy? What is the relationship of the United States to other nations? What are the roles of the citizen in American democracy?).

C2 Values and Principles of American Democracy Understand values and principles of American constitutional democracy.

4 – C2.0.1 Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.

4 – C2.0.2 Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are involved (e.g., freedom of religion, freedom of expression, freedom of press).


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C5 Roles of the Citizen in American Democracy Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government.

4 – C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror).

4 – C5.0.2 Describe the relationship between rights and responsibilities of citizenship.

4 – C5.0.3 Explain why rights have limits.

4 – C5.0.4 Describe ways citizens can work together to promote the values and principles of American democracy.

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT

P3.1 Identifying and Analyzing Public Issues Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.

4 – P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.

4 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions.

4 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States.

P3.3 Persuasive Communication About a Public Issue Communicate a reasoned position on a public issue.

4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.


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Lesson 1: What’s Your Story? – Part I I. Standards




II. Objective/Benchmark

A. Through guided teacher/student discussion of their own relocation experiences (city to city, state to state, or country to country), students will be able to identify reasons people relocate, the difficulties they can encounter, and the success or failure of their adjustments to new surroundings.

B. Answer and discuss questions about migration in terms of their own community.

C. Brainstorm common threads of the immigrant experience.

D. Exit ticket: Completed “Reasons for Coming to America” handout to gauge pre-‐unit knowledge of immigration in the United States.

III. Anticipatory Set

A. Identify the north, south, east and west corners of the classroom. Tell the students to go to the 1) North corner if they have only lived in one city in Michigan, 2) South corner if they have lived in more than one city in Michigan, 3) East corner if they’ve lived in another state (some students may switch corners), 4) West corner if they have lived in another country.

B. As students “vote with their feet,” ask them from where and to where did they move.

C. For students who have always lived in the same house, ask if they have you ever changed schools or joined a new team where they didn’t know anyone … or anyone very well?

IV. Input

A. Task Analysis:

1. Ask students to return to their seats and guided them through a deeper discussion:

a. Do you know why your family moved to their current home? Were you old enough to remember?

b. When you think back on a time that you moved (home, school, team), do you remember feeling scared? Unsure? Excited? Angry? Relieved? Sad? Out of place?

c. How did you feel after a couple weeks? After three months? Six months? One year?

d. Did you feel as if you would ever fit in? Did you make friends quickly or slowly? What did you miss about where you were before?

e. Have you ever lived in a country or been someplace where the people do not speak your language? Where? How did that feel?


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f. If you belong to a military family, have you moved often? Where have you lived? Can you describe your experiences? If you have lived in a foreign country, were you scared about moving there? Was the food strange to you?

g. Have you ever known someone from another country who has moved (immigrated) to the United States?

h. Can you think of possible reasons why someone would immigrate to the United States?

i. Did any of your ancestors emigrate from another country? Which country or countries? When?

j. Do you know if any of them faced discrimination? Economic problems? Racial prejudice? Religious differences? Language difficulties? Educational challenges? How did they handle it?

k. Should immigrants keep their ties to their ethnic and racial heritage? Do you think that immigrant teenagers have difficulty being part of both the American culture and their own cultures? Do you think that all immigrants should learn English?

l. What percentage of the U.S. population do you think is foreign-‐born or related to someone who is or was? (Answer is 100%, since at one point or another everyone has come from someplace else.)

m. What percentage of the U.S. population do you think are first generation immigrants? How could you find the answer?

2. Ask students to think about a place where they might like to move to when they are older and write it in the Social Studies Journal with a list of reasons why. (Take about two minutes to do this.) As they finish, invite students to come up and write the name of the place they chose on the board.

3. Draw a T-‐chart on the board. Together as a class, brainstorm the pros and cons of moving to any new location. Tally their responses.

4. Ask students to think about some of the reasons people might want to move to their state, city, or town. Possible answers could be related to the weather and climate, job opportunities, natural resources, the economy, culture, etc.

5. Introduce students to “Coming to America!” graphic organizer (Appendix A). Tell them that they will be gathering information about immigration in their own families and reporting back to the class. Teacher should demonstrate how to complete organizer using own family immigration information. (If a student doesn’t have anyone to interview in their family, suggest that they try a trusted adult or a person who has recently moved to the area.) Give students 3-‐5 days to complete. Suggest that they bring at least one artifact from their family heritage on the day of the next lesson.

6. Exit ticket: Complete “Reasons for Coming to the United States” handout to gauge students’ pre-‐unit thoughts and understandings about immigration to the U.S. (Appendix A).

B. Thinking Levels: Bloom’s Taxonomy

1. Knowledge – List the reasons people move from one place to another.

2. Comprehension – Describe how people immigrating to US might have felt, using examples from their own family.


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3. Application – Use the “Coming to America!” graphic organizer to discover information about their own families’ immigration patterns and experiences, and then report back to the class.

4. Analysis – Categorize personal reasons for and feelings about moving from one place to another, as well as immigrants reasons for and feelings about coming to America using their own family as an example.

5. Synthesis – Collaborate with classmates through discussion to develop a deeper understanding of why people might move from one place to another.

6. Evaluation – Compare and contrast pros and cons of moving from one place to another. C. Learning Styles: Multiple Intelligence

1. Logical/Mathematical: Class Survey, Research projects

2. Linguistic: Class discussions, Interviews

3. Musical: N/A

4. Naturalist: N/A

5. Spatial: Illustrating information, Guided imagery

6. Body/Kinesthetic: N/A

7. Interpersonal: Interviewing, Class discussions, Sharing, Use different perspectives

8. Intrapersonal: Self reflection, Imagery, Independent projects, Personal timelines, Family tree

D. Differentiated Instruction Strategies

1. Accommodations for learning disabilities – Repeat and rephrase directions, privately double-‐check for understanding to avoid potential embarrassment. Scaffold activities and learning to ensure understanding. Determine student’s learning style (logical, linguistic, spatial, etc) and frequently supplement instruction and direction to take advantage of this strength. Give frequent, appropriate positive feedback to build confidence and confirm student is on the right track. Provide opportunity to tape record class discussion for later playback. Provide additional time for assignment, if needed (e.g., hold off class presentation until most other students have made their presentations). Provide opportunities for group work whenever possible for peer modeling. Assign peer mentor to help check for understanding and guide student through assignments. Review student progress chart and homework schedule daily to help ensure assignments are on track and on time.

2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Create a map (paper or electronic) indicating all of the places you have lived.

3. Differentiating Curriculum – This lesson incorporates whole class discussion and activities, as well as independent work that naturally key into each student’s learning abilities and styles.

Be aware that some of your students themselves or their parents may well be first generation immigrants. Immigration isn’t ancient history!

E. Materials

1. Social Studies Journals 2. “Coming to America” Graphic Organizer

3. “Reasons for Coming to the United States” worksheet


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V. Modeling Demonstrate how to complete the “Coming to America!” graphic organizer using your own family’s immigration experience.

VI. Checking for Understanding:

A. Throughout the lesson, students will provide choral and independent responses.

B. Circulate while students are completing “Reasons for Coming to the United States” worksheet and check for understanding.

C. After students have had a day or two to work with the graphic organizer, ask if they have any questions or concerns.

VII. Guided Practice:

A. Teacher-‐guided discussion about student’s migration from community to community, state to state, and country to country.

B. Demonstrate how to complete the “Reasons for Coming to the United States” worksheet.

VIII. Independent Practice: -‐ if appropriate

A. Social Studies Journal entries about where students would like to live one day.

B. Students gather information to complete the “Coming to America!” graphic organizer.

!"#$%&'("')#*+$,-.'!

/-#$01'2*#3*+! Grandpa Ebejer Great, great, great, great

grandpa Lafler Grandpa Skupin

Great Grandpa and Grandma

Kostka

4*-+'5*675*',-#*'("'(5*'8%$(*9':(-(*7;! About 1918 1700’s 1921 Nov 1913

/+"#'<5-(',"=%(+1;'>?#$&+-($"%@! Malta France Germany Poland

A+-B*0',"#C-%$"%7'-%9'#"9*>7@'"D'(+-%7C"+(-($"%;!

His Dad, Mom, 2 brothers, 2 sisters. Boat.

Not sure. Boat. His Mom, Dad, 4 sisters

Great, Great Grandpa Bargiel

E51'9$9'5*675*'0*-B*;'

To seek “the American Dream”

Not sure. Fleeing war-torn Germany

To see “the American Dream”

E5*+*'9$9'5*675*'-++$B*'D$+7(;'>F##$&+-($"%@!

Windsor, Ontario

Not sure. Canada, maybe.

Ellis Island, New York

Ellis Island, New York

E5*+*'9$9'5*675*'*B*%(=-001'7*((0*'-%9'<51;'>2$&+-($"%@!

Detroit, Michigan

Detroit, Michigan

Detroit, Michigan

Detroit, Michigan


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IX. Closure:

A. Exit ticket: Complete “Reasons for Coming to the United States” handout to gauge students’ pre-‐unit thoughts and understandings about immigration to the U.S.

B. Remind students to set up times to talk with relatives about their family history as soon as possible so they can complete the “Coming to America!” graphic organizer.

C. Confirm the due date. (Say it and write it on the board).

X. Assessment/Reflection: for every lesson

A. Student Assessment

1. Actively participated in class discussion about migration in terms of their own community.

2. Exit ticket: Completed “Reasons for Coming to America” handout to gauge pre-‐unit knowledge of immigration in the United States.

3. Completed “Coming to America!” graphic organizer.

B. Teacher Reflection

1. Based upon your assessment data what will you change for next time?


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Lesson 1: What’s Your Story? – Part II I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan)








A. Articulate that the United States is a nation of immigrants, and that America’s immigrant past is reflected in our language, culture, and traditions.

B. Identify his or her own immigrant heritage on a world map.

C. Describe the historic waves of immigration to the United States, and the countries related to those waves.

D. Explain motivations and rationale for immigration to the United States at various points in history.

E. Provide specific examples of historic and contemporary immigrant experiences based on completion of their “Coming to America” graphic organizer and class discussion about other family experiences.

F. Exit ticket: Completed “Family Culture Profile” handout (Appendix A) to gauge pre-‐unit knowledge and understanding of ethnic culture.

G. Conduct an in-‐depth interview of a relative who has immigrated to the United States about the person's background and motivation for moving to the US and present their findings in character to the class.

III. Anticipatory Sets

A. Day Two

Ask students for their thoughts and comments about searching for their family’s immigration history. Any surprises?

B. Day One

Begin the lesson either wearing or showing something from your ethno-‐cultural heritage. Talk about your ancestors, including how they came to the United States, when they came, and what,


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if any, cultural practices and traditions your family still practices. Tell the students that they will be interviewing a family member to create an oral history on where their ancestors came from.

IV. Input

A. Task Analysis (two-‐day lesson) 1. Day One

Teacher asks questions to elicit responses (raised hands, thumbs up, etc) about students’ research using “Coming to America!” graphic organizer and tracks their families’ journeys with push pins on a large map of the world. (A permanent bulletin board with “Where is Your Family From?” heading would be great. Sample Bulletin Board Appendix A.)

a. For example, the teacher says, “Please raise your hand if your family came from Europe?” Three children raise their hands. Teacher asks these students to come up to map and place a push pin on the map. As students place their pins they also say the name of the country and the relative who came.

b. Working with this same group, ask the students where their family members first arrived (New York … California … Florida … Michigan? Somewhere else? Where?) Students again place push pins on the appropriate place in the US. Use a string to connect their first push pin to the second.

c. The activity continues with other regions of the world. (Near East Asia? Middle East? Far East Asia? Africa? Canada? Mexico? South America? Across the Bearing Straights land bridge?)

Note: Since students have hopefully have immigration information for more than one relative, some may raise their hands several times.

2. Now move to the timeline with years marked from pre 1600 – 2000 to graphically tally their family members’ dates of immigration.

a. Ask the students when their family member immigrated. For example, “Whose family members came to the US in the 21st century (1900s, 1800s, 1700s, 1600s, before the 1600s)?”

b. As each group comes up to the timeline, he/she places a transportation icon (Appendix A) at the appropriate point and says (for example), “My great grandpa Joe and his brother Henry traveled together by boat from England to the United States in 1932.”

3. Deepen the learning by asking open-‐ended questions about any patterns the students see appearing.

4. Open up the discussion for the reasons why their family members came to the US. Why did they come to Michigan? Are the reasons for coming to Michigan the same/different/related to immigrating to US in the first place?

5. Independent work: Complete “Family Culture Profile” (Appendix A).


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1. Day Two:

Ask students to show and tell about the family cultural artifacts that they brought to class.

2. Introduce the larger project. For example, “Now we’re going to begin work on your Family Immigrant Interview Project, in which you will conduct an in-‐depth interview of a family member about their or a deceased family member’s immigration experience. The person can be from the distant past or a very recent immigrant. Be sure to ask about any primary source documents, like old letters, postcards, photographs, immigration papers, etc. that may hold clues about their experience. Once you’ve finished your research, you will present your findings in character to the class.”

3. Guide the class as they brainstorm possible questions to ask their relatives they will be interviewing. Possible questions:

a. Where were you/they born? In what year? b. How many people are/where in your family? c. Did they all come to the US with you? Were any brothers or sisters born here? d. When did you leave for the US? From where? By what mode of transportation? Who

traveled with you? e. What did you/they bring with you/them? Why? f. How did you/they feel about leaving your/their country? g. What was your/their journey here like? h. What did you think when you first arrived? i. Why did you/they hope for when you/they came here? j. What was the most challenging thing about leaving your/their country and coming here? k. In the long run, were you/they glad that you/they stayed? l. Did you/they move from one city or state to another? Why? m. What cultural things did you/they do that we still do as a family? n. Did you/they need to learn English? What was that like? o. Are there any foods that are still part of our family history? p. What are some of the interesting or unusual stories in the family, especially about the

new language and culture? q. Did your/their family name change when you/they came here? r. Do I look like any of my ancestors?

4. The students will conduct their interviews on their own time and prepare a class presentation for a future date. During the presentations, they will take on the character of the ancestor (dead or alive) and talk about their thoughts on emigration from “the old country,” immigration to the United States, and any migration around the United States from their ancestor’s point-‐of-‐view.


1. Knowledge – List countries where classmates’ families have immigrated from, their US entry points, and the modes of transportation that brought them here.

2. Comprehension – Discuss reasons for and timing of various immigration waves based on class sample. Give examples of and describe artifacts from other cultures.


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3. Application – Conduct interview using Family Interview Project survey instrument.

4. Analysis – Compare and contrast the immigration patterns and experiences of student’s own family members using the “Coming to America!” graphic organizer, as well as the patterns and experiences of their classmates’ families.

5. Synthesis – Collaborate with classmates to develop list of questions for Family Interview Project survey instrument. Compile answers to family member survey then reported back to class in the form of a first person, in-‐character presentation.

6. Evaluation –Compare and contrast the reasons for and experiences of different groups that have immigrated to the US. Interpret own family member’s thoughts and feelings about immigration and incorporate into presentation.

C. Learning Styles: Multiple Intelligence

1. Logical/mathematical: Surveys, Research projects, Classifying

2. Linguistic: Class discussions, Storytelling, Interviews

3. Musical: N/A

4. Naturalist: N/A

5. Spatial: Observations, Graphs, flow charts 6. Body/kinesthetic: Simulations, Performing, acting out

7. Interpersonal: Interviewing, Class discussions, Sharing, Cooperative activities, Use different perspectives

8. Intrapersonal: Self reflection, Imagery, Independent projects, Personal timelines, Family tree



Accommodations for emotional or behavioral disorders – While students with emotional or behavioral disorders require special education to work on their specific behavior problems and social skills deficits, their academic work closely resembles that of their general education peers (Heward p. 234). Their penchant for disruptive behavior and academic skill deficits, however, create special challenges in the classroom, as they are especially prone to poor achievement and negative interactions with their teachers (Heward p. 222). Teaching students with emotional or behavioral disorders to politely recruit positive teacher attention for


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academic help can reverse this pattern of negativity and improve academic achievement. For example, students who are overly withdrawn or overly demanding of teacher’s attention are prime candidates for recruitment training and students prone to rushing and turning in half-‐done work would benefit from self-‐checking and self-‐correcting strategies. Importantly, teachers must be vigilant about addressing unacceptable behaviors and reinforcing acceptable behaviors, as well as avoiding the tendency to limit academic instruction to easier tasks, fewer opportunities to respond, and lowered expectations (Heward p. 234). This lesson of the unit, with its repeated chances to practice turn-‐taking during classroom discussion and its graphic organizers that self-‐check for completeness, offers students with emotional and behavioral disorders meaningful opportunities for successful learning and social-‐emotional development.

2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Visit the Ellis Island website http://www.ellisisland.org/search/index.asp and conduct a “passenger search” for a relative or someone with a similar family name. Write their name, arrival date, country of origin, destination, travel companions, any other comments. Then write a one-‐page narrative from their perspective about their trip.

3. Differentiating Curriculum – This lesson incorporates whole class discussion and activities, as well as independent student work that naturally key into the strengths of different learning abilities and styles.

Be aware that not all children come from traditional homes, by traditional means. For example, children of adoption may want to include their birth family origins as well. Traditional “Family Tree” Projects may inadvertently exclude these children. (See alternative lesson below.) For more information about adoption-‐sensitive lesson planning, visit “Teacher’s Guide to Adoption” at http://www.familyhelper.net/ad/adteach.html#one.

E. Materials


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1. Artifacts from teacher’s family culture

2. Enlarged map of United States

3. Push pins

4. String

5. Timeline labeled pre 1600-‐2000

6. “Modes of Transportation” labels cut out

7. Optional permanent bulletin board lettering: Where Is Your Family From?

8. Copies of “Family Culture Profile”

V. Modeling:

A. Teacher shows and tells students about own family’s immigrant experiences, including bringing in examples of cultural practices and traditions and placing pushpins on map of the world and transportation icons on timeline.


A. Gauge understanding from student’s responses during class activities and discussion

B. Review “Coming to America!” and “Family Culture Profile” graphic organizers VII. Guided Practice:

A. Teacher-‐guided discussions.


A. Completion of “Coming to America!” and “Family Culture Profile” graphic organizers

IX. Closure:

A. Day One

Thank students for their hard work and sharing such interesting stories with the class. Ask them to complete the “Family Culture Profile” and bring it, as well as a family artifact to the next class

B. Day Two

Remind students to set up times to talk with the family member they will interview for their Family Interview Project as soon as possible

C. Confirm the due date. (Say it and write it on the board.)



1. Based on complete “Coming to America!” graphic organizer, can identify his or her immigrant heritage on a world map and timeline.

2. Exit ticket: Completed “Family Culture Profile” handout.


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3. Conducted an in-‐depth interview of a relative who has immigrated to the United States about the person's background and motivation for moving to the US and presented their findings in character to the class.



References:

Heward, W.L., (2009). Exceptional Children: An Introduction to Special Education (4th ed.). Upper Saddle River, NJ: Pearson.


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Lesson 2: Human Migration I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan)






A. Use map of human migration to discover patterns of the human migration.

B. Explain migration in terms of push and pull factors.

C. Relate migration patterns to economic, political, social, and environmental factors.

D. Actively participate in “Borrowed Words Game” (Appendix B).

III. Anticipatory Set:

Ask students how they would define migration. Track of their answers on a large piece of paper or poster board. Students' answers may relate to the migration of birds, butterflies, or other animals.

IV. Input

A. Task Analysis:

1. Bring up for the entire class to see the Atlas of the Human Journey, which depicts when and where ancient humans moved around the world, at National Geographic's Genographic Project. As a class, guide students through each time period on the interactive map, and discuss how people did not move to North America until much later in history

2. Break up into groups of 3-‐5 students. Let the groups explore the Atlas of the Human Journey on their own looking at the patterns of migration across the globe. Allow enough time for students to explore the text, images, and video clips presented for each time period depicted on the interactive map. Depending on your students, you may prefer to guide students through each screen of the interactive map.

3. Students can stay in their groups as you come back together as a class to discuss their impressions of how people have moved from Africa to other parts of the world. When did people first migrate to North America? How did ancient people move from one part of the world to another? How long did it take? Why did they travel along the paths depicted on the map? Why does the map show more migration to the southern part of North America? Why would people have migrated to the south rather than the north? How is the migration shown on the Atlas of the Human Journey maps different from the movement of a family from one


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city (state, country) to another? (Students should understand that the map represents the movements of large groups of people, rather than just a family.)

4. Why do people move? Ask students to think about the reasons that people migrate. (PBS provides this page with background information on human migration and the “push” and “pull” factors involved.) Explain to students that people are sometimes “pushed” from their home to a new place, or that there are reasons for leaving their home. Other times, they are “pulled,” or attracted to, a new home. Have students brainstorm a list of push and pull factors and write them on the board.

5. Ask students for some real world examples of things that have pushed or pulled people away from or to North America, as well as to and from places within North America. Examples could include the westward expansion of the United States and Africans brought to America for slavery, as well as current examples, such as refugees. Discuss the differences between voluntary (e.g., moving to another country to look for work) and forced (e.g., displacement by a natural disaster) migration.

6. Ask students why they think the United States has a distinct pattern of regional movements? Do they think more people move from the north to the south or south to north? What about east to west and west to east movement? Why do they think this is so? What effect do a region's economy, climate, politics, and culture have on migration to and from the area?

7. Explain that when people move from one place to another, they bring their own culture and share/exchange with the people already there. (“Remember your ‘Family Culture Profile?’”) Food is an easy example. Quickly brainstorm foods that we eat that are from someplace else.

8. Each group plays “Borrowed Words Game” (Appendix B).


1. Knowledge – Define migration, immigration, emigration and the “push” and “pull” factors involved in human migration. Identify timeframe of human migration to North America.

2. Comprehension – Describe humans migration patterns around the world over time. Discuss why people did not move to North America until much later in history.

3. Application – Discover words brought into the English language from other cultures throughout time by playing the “Borrowed Words Game” (Appendix B).

4. Analysis – Differentiate between voluntary and involuntary movement.

5. Synthesis – Hypothesize reasons for migration patterns in both ancient and modern times.

6. Evaluation – Collaborate with classmates to compile list of “push” and “pull” factors for coming to or going away from North America, as well as to and from places within North America, both in past history (westward movement) and current history (refugees).


1. Logical/mathematical: Sequencing, Computers, Classifying

2. Linguistic: Class discussions

3. Musical: N/A

4. Naturalist: Nature metaphors


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5. Spatial: Illustrating information, Observations, Graphs, flow charts,

6. Body/kinesthetic: Computers

7. Interpersonal: Class discussions, Cooperative Activities, Sharing

8. Intrapersonal: Self reflection



Accommodations for student with autism spectrum disorder – Peer-‐mediated interventions with socially competent children in inclusive classrooms are essential for children with autism (Heward p. 275-‐8). Rather than isolate them to provide individualized instruction, teachers should present developmentally appropriate activities and routines in the context of the mixed-‐ability classroom, using naturalistic teaching procedures that include activities that are interesting to the students. To be successful, children with autism require instruction that is carefully planned, meticulously delivered, and continually evaluated and analyzed. Teachers should take advantage of child-‐initiated interactions and naturally occurring consequences, but provide only what help is required so the students do not become dependent on teacher assistance. While children with autism have difficulty understanding or responding appropriately to complex stimuli, such as the spoken word or human face, research has shown that they attend very well to two-‐dimensional images on photographs, televisions, and computers. Picture schedules can help children follow the sequence and duration of daily activities. This lesson of the unit is particularly “autism friendly” because it involves exploring text, images and video clips of human migration patterns via a two-‐dimensional medium – the interactive Atlas of the Human Journey website (Tomlinson and McTighe p. 92). Working in a mixed-‐ability group, the student with autism will also benefit from cooperative, peer-‐assisted learning (Snow p. 37).

2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Take a look at the patterns of human migration here http://www.pbs.org/newshour/indepth_coverage/science/dna/timeline_flash.html. Then select one continent that has contributed to immigration in North America and research facts and points of interest using the “My Continent Research” worksheet (Appendix A). You can use off-‐line or on-‐line resources. (See suggested websites handout.)

3. Differentiating Curriculum – This lesson incorporates whole class and small group discussion and activities, as well as independent work that naturally key into the strengths of different learning abilities and styles.

E. Materials


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1. Computers with Internet access 2. Large piece of chart paper or poster board

3. Blank Xpeditions outline map of the world 4. Several decks of “Borrowed Words Game” cards. (Cut out.)

V. Modeling:

A. Demonstrate how to navigate the “Atlas of the Human Journey” website.


A. Walk around and check that students understand how to navigate “Atlas of the Human Journey” during independent practice.

B. Ask questions (formally and informally) to check for understanding of content. References:

Heward, W.L., (2009). Exceptional Children: An Introduction to Special Education (4th ed.). Upper Saddle River, NJ: Pearson. Snow, D.R., (2005). Classroom Strategies for Helping At-‐Risk Students. Aurora, CO: Mid-‐Continent Research for Education and Learning. Tomlinson, C.A. and McTighe, J., (2006). Integrating Differentiated Instruction and Understanding by Design: Connecting Content with Kids. Alexandria, VA: Association for Supervision and Curriculum Development.


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A. Demonstrate how to navigate the “Atlas of the Human Journey” website.

B. Demonstrate how to play word game.

XI. Independent Practice: -‐ if appropriate

A. Clicking through “Atlas of the Human Journey” in small groups.

B. Playing “Borrowed Word Game.”

XII. Closure:

A. Bring class back together. Thank them for great discussion and lively play. Tell them that next time they will begin looking at what it means to be an American.

XIII. Assessment/Reflection: for every lesson


1. Actively participated in class discussion about common threads and patterns of human migration and explain human migration in terms of push and pull factors.

2. Actively participated in “Borrowed Words Game”.


1. Based upon your assessment data what will you change for next time? References: Johnson, Mary, Thompson Linda. Down the Rabbit Hole. http://memory.loc.gov/learn/lessons/00/rabbit/act2.html Bender, Evelyn; Stoloff, B. Immigration/Migration: Today and During the Great Depression. http://memory.loc.gov/learn/lessons/98/migrate/uniti.html National Geographic Xpeditions http://www.nationalgeographic.com/xpeditions/lessons/09/g35/Migrations.html


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Lesson 3: What Does it Mean to be an American? – Part I I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan)













A. Students will be able to describe in their own words what it means to be an American.

B. Through class discussion, discover what their classmates think it means to be an American.

C. Be able to articulate the rights and responsibilities of American citizenship. III. Anticipatory Set

Teacher writes, “What does it mean to be an American” on the board. Students have five minutes to free-‐write their thoughts in their Social Studies Journal.

IV. Input

A. Task Analysis: 1. The teacher plays I'm Proud to be an American by Lee Greenwood, a song that may provoke

thoughts and/or feelings towards the US. Discuss with the students their thoughts and/or feeling toward the lyrics of the song. For example: “And I won’t forget the men who died, who


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gave that right to me, and I’ll gladly stand up next to you, and defend her still today...” Ask the students, “Are there other ways to defend America besides in time of war? Is that what it means to be an American?”

2. Ask for volunteers to share what they wrote about what it means to be an American? 3. To broaden students’ thinking, ask “What do you think of, when you think of America? Do you

think of George Washington? The Constitution of the United States? Freedom? Liberty? The pursuit of happiness? What is an American? Are there certain feelings associated with being an American?

4. Make a T-‐chart on the board and list students’ answers to: What are our basic rights? What responsibilities come with being an American?”

5. Now tell the students that three special guests will be coming to talk with them about what it means to be an American. (Suggested guests: a recent immigrant, a veteran, a politician, an older American, a young adult, or the school principal. Be sure to include diverse options.) Tell students that they have an opportunity to ask each guest three questions about what being an American means to them. As a class, brainstorm a list of questions, then vote on which three questions the students would most want each guests to answer.

6. Ask students to write agreed upon questions in their Social Studies Journals.


1. Knowledge – Identify rights and responsibilities of American citizenship.

2. Comprehension – Describe in own words what it means to be an American.

3. Application – Participate in class discussion to discover what classmates think it means to be an American.

4. Analysis – Correlate the rights of being an American with the associated responsibilities.

5. Synthesis – Collaborate with classmates to develop list of questions for three classroom guests to answer about what it means to them to be an American.

6. Evaluation – Compare and contrast what each student thinks it means to be an American. C. Learning Styles: Multiple Intelligence

1. Logical/mathematical: Surveys, Classifying

2. Linguistic: Journals, Creative writing, Class discussions, Interviews

3. Musical: Listen to music,

4. Naturalist: N/A

5. Spatial: Graphs,

6. Body/kinesthetic: N/A

7. Interpersonal: Class discussions, Sharing, Cooperative activities

8. Intrapersonal: Journals, Self reflection, Likes / Dislikes


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2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Log on to the New York Times Immigration Explorer website. What countries did the majority of people come from during the immigration waves of: 1820-‐1860, 1860-‐1890, 1890-‐1910, and in the year 2000?


E. Materials

1. The song I’m Proud to be an American by Lee Greenwood

2. CD player

3. Student’s Social Studies Journals

V. Modeling: A. Teacher-‐guided discussion and brainstorming.


A. Gauge understanding from student’s responses during classroom discussion and brainstorming. VII. Guided Practice:

A. Teacher plays song and guides discussion. B. Teacher-‐guided brainstorming of questions for special guests.


A. Students write what interview questions in their Social Studies Journals.

IX. Closure:

A. Once students write the agreed upon questions in the Social Studies Journals, take a few minutes to go over classroom etiquette/how to behave when guests come to visit.


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1. Actively participated in class discussion about what it means to be an American.

2. Actively participated in discussion about rights and responsibilities of being an American.

3. Voted their preference for survey questions.

A. Teacher Reflection 1. Based upon your assessment data what will you change for next time?

Reference:

Opening Doors to Social Studies with Children’s Literature http://teacherlink.ed.usu.edu/tlresources/units/byrnes-‐literature/price.html#american1


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Lesson 3: What Does it Mean to be an American? – Part II I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan)














II. Objective/Benchmark:

A. By actively listening to guest speakers, students will develop an understanding of how one’s perspective can influence what it means to be an American.

B. Draw conclusions about our common beliefs in what it means to be an American.

C. Write one-‐page reflection on what it means to be an American in their Social Studies Journals.


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III. Anticipatory Set The teacher will invite 2-‐3 guests into the classroom. Each will give a 2-‐minute introduction of their personal story. Remind students to listen carefully and take good notes because they will be writing a personal reflection on what it means to be an American based on a variety of perspectives.

IV. Input: A. Task Analysis

1. Pre-‐selected students will ask the guests the previously agreed upon survey questions. As the guests answer, the students should record the answers on paper.

2. After all three guests have answered the questions, open up for three follow up questions per guest.

3. On their own time, students write one-‐page reflection on what it means to be an American in their Social Studies Journals.

4. During next class session, spend 10 minutes discussing what the students heard and found particularly interesting. Invite students to read their Social Studies Journal entries if they would like.


1. Knowledge – Depending on guests, can list terminology regarding immigration status, military service, voting rights, etc.

2. Comprehension – Can give examples from guests’ lives of why they hold their beliefs about what it means to be an American.

3. Application – Through careful listening, can discover the differences between guests’ beliefs based on their personal experiences and perspectives.

4. Analysis – Compare and contrast the differences between guests’ beliefs based on their personal experiences and perspectives.

5. Synthesis – Write a reflection on what it means to be an American after combining the factual rights and responsibilities of being an American with the real life stories of the three guests.

6. Evaluation – Draw a conclusion about our common beliefs in what it means to be an American. C. Learning Styles: Multiple Intelligence

1. Logical/mathematical: Classifying,

2. Linguistic: Journals, Storytelling, Interviews, Creative writing, Class discussions

3. Musical: N/A

4. Naturalist: N/A

5. Spatial: Observations


7. Interpersonal: Interviewing, Use different perspectives

8. Intrapersonal: Journals, Self reflection


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2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Take “Citizenship Test” (Appendix B).


E. Materials

1. Chairs and water for guests

2. Predetermined questions

3. Students’ Social Studies Journals

V. Modeling:

A. Teacher listens attentively and takes notes in own Social Studies Journal as guests speak.

B. Remind the students to listen carefully and write the guests’ responses clearly and accurately because they will be using the information to write a one-‐page reflection on what it means to be an American.

. VI. Checking for Understanding:

A. During next class session, spend 10 minutes discussing what the students heard and found particularly interesting.

B. Students volunteer to read journal entries. VII. Guided Practice:

A. Teacher “hosts” discussion panel and Q/A session.


A. Students listen to speakers and take notes in their Social Studies Journal. B. Students write personal reflection about what it means to be an American.

IX. Closure:

A. Thank guests and round of applause!


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B. Student Assessment

1. Listened attentively and politely during special guest presentations.

2. Wrote thoughtful reflections about what it means to be an American in their Social Studies Journals.

B. Teacher Reflection 1. Based upon your assessment data what will you change for next time?

Reference:

Opening Doors to Social Studies with Children’s Literature http://teacherlink.ed.usu.edu/tlresources/units/byrnes-‐literature/price.html#american1


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Lesson 4: Discovering The American Dream – Part I I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan)




4 – C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror). 4 – C5.0.2 Describe the relationship between rights and responsibilities of citizenship.




A. Students will demonstrate their understanding of what “The American Dream” means to them by creating a drawing, short story, song, poem, or some other visual representation of their choice.

B. Students will develop an understanding of how one’s perspective can influence their definition of the “American Dream.”

III. Anticipatory Set

Write “The American Dream” on the board. Invite students to come up in groups of two or three and write what “The American Dream” means to them.

IV. Input

A. Task Analysis

1. The teacher will lead the class in a discussion about their answers on the board. In addition, students will be asked to discuss how their view of “The American Dream” might be different than a recent immigrant’s, and different still from someone who lives in another country.

2. After the discussion, the teacher will show own creative representation of what it means to be an American, perhaps through creating a poem, song, drawing, or other visual representation of his/her choice.

3. Students will create an artistic representation of their choice, for example, a poem, song, or drawing, of “The American Dream” means to them.

4. Students will share their creations at the end of class along with why it captures “The American Dream.”


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1. Knowledge – Define “American Dream”.

2. Comprehension – Give examples of what “The American Dream” means to their teacher and classmates.

3. Application – Relate what “The American Dream” means to them through a poem, story, drawing, etc.

4. Analysis – Break down how their view of “The American Dream” might compare with a recent immigrants or someone who lives in another country.

5. Synthesis – Create poem, song, drawing, etc. of what “The American Dream” means to them.

6. Evaluation – Through classroom discussion, defend their interpretation of “The American Dream.”


1. Logical/mathematical: Classifying, Outlining

2. Linguistic: Journals, Class discussions,

3. Musical: Writing lyrics, Singing

4. Naturalist: N/A

5. Spatial: Illustrating information, Cartoons, Designing posters, Collages, Drawing


7. Interpersonal: Class discussions, Sharing, Use different perspectives

8. Intrapersonal: Self reflection, Autobiographies, Imagery, Independent projects



2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Visit the Scholastic Interactive Tour of Ellis Island http://teacher.scholastic.com/activities/immigration/tour/index.htm. In the medium of your choice (story, poem, song, art, video, blog, etc.) portray a recent immigrant’s experience on Ellis Island.



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E. Methods and Materials

1. Art supplies

2. Writing materials

3. Teacher’s own creative representation of “The American Dream.”

V. Modeling: A. Teacher shows own creative representation of “The American Dream.”


A. Teacher-‐guided discussion about meaning of “The American Dream.” B. Teacher circulates around the room as students create their artistic representations.


A. Teacher-‐guided discussion about meaning of “The American Dream.” VIII. Independent Practice: -‐ if appropriate

A. Students create own representation of “The American Dream.”

IX. Closure:

A. Praise students for wonderful creativity! B. Tell them that next time they will be exploring the American dream with a WebQuest. Details to

follow when you meet again.



1. Participated in class discussion about “The American Dream.”

2. Made earnest attempt to create an artistic expression of what “The American Dream” means to them and explain their creation to the class.




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Lesson 4: Discovering The American Dream – Part II I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan)










II. Objective/Benchmark:

A. Use The Library of Congress, American Memory collections to visit America's past and look through the eyes of those who lived before us

B. Investigate the American Dream by analyzing, interpreting, and conducting research with digitized primary source documents

C. Define, present and defend their ideas about what the American Dream has been, through the decades

D. Create products that show their understanding of others’ dreams through history

III. Anticipatory Set Read the "What Is the American Dream?" essay (Appendix D) to initiate a discussion about their own dreams compared to the dreams of those who lived before them. Is it the same for all Americans? Is it a myth? Is it simply a quest for a better life? How has the American Dream changed over time? Some see their dreams wither and die while others see their dreams fulfilled. Why? Everyone has dreams about a personally fulfilled life ...what is your dream?


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IV. Input: A. Task Analysis

1. Introduce the class WebQuest project. Tell them that they will be divided into teams that will use the American Memory collections to learn about our cultural heritage and find evidence of the dreamers in our collective history. From their research they can create just about anything to demonstrate their interpretation of the material, including web pages, multimedia products, video documentaries, oral presentations, creating booklets or newspapers, or even photos of your classroom turned into a museum comprised of print documents, and multimedia presentations.

Your job is to research the dreams of others. You will then create and publish your interpretation of the "American Dream."

• Divide into teams by research roles (photographer, lawyer, poet, politician, producer, comedian, musician).

• Define the American Dream with your group. • Search in the American Memory collections and document the dreams of those who lived

in the past. • Identify and publish your interpretation of “The American Dream” according to your

research role and the evidence you found. • Reflect upon your personal dream -‐ for the nation and for yourself. • Review the Wall of Dreams for ideas. Write your own personal dream to share with your

teacher and class.

2. Introduce the American Memory collections through the Discovering American Memory Workshop. Explain that this quest challenges them to investigate the American Dream.

3. Assign these learning activities:

• Primary Sources • Treasure Hunt • How do I find it? • What do you see? • What do you hear? • How does it read?

Provide ample time for students to explore the student and resource pages of the project.

4. Introduce students to the WebQuest student pages and distribute the WebQuest Student Handout (Appendix C). Explain that their job is to research the dreams of others in history. They will then create and publish their interpretations of "The American Dream." As a class, you will want to define the scope of the historical research conducted in this project. Will teams gather material from a specific decade, or event in history? Will they work with a single American Memory collection? Will their research be guided by a theme, such as immigration? Will their research be linked to literature the class is reading?

5. Divide your class into learning teams and assign roles and responsibilities. Since the students will be working as a group, it is vital that all team members understand the task at hand and their roles and responsibilities to complete it. Introduce the team management check list. (Appendix B) Each team will select (or be assigned) a research role (photographer, lawyer, poet, politician, producer, comedian, musician). Each student will choose (or be assigned) a


36

group task and will work as part of their team to bring the project to completion. Remind students that while they each have specific group tasks, all team members pitch in and help one another.

6. Review strategies for analyzing primary source materials before students begin their research. Each student team will work with a set of preselected materials. The document analysis worksheet provides a model to guide older students through the analysis. Younger students may find the analysis guides from the Discovering American Memory Workshop more manageable (Photo Analysis Guide, Listening Guide, Document Guide). Each team will analyze their assigned document. An engaging and effective way to introduce students to their resource (if appropriate for the media involved) is to create a Primary Source Set for each team.

Photographer -‐ Mr. & Mrs. David Vincent and daughter, Martha, by their sod house Poet -‐ "Dedication," Robert Frost's presidential inaugural poem, 20 January 1961 Politician -‐ "Americanism", Harding, Warren G. (Warren Gamaliel), 1865-‐1923 Producer -‐ Arrival of immigrants, Ellis Island Lawyer -‐ Petition for change of venue, 1886 June 10, Evidence from the Haymarket Affair, 1886-‐1887 Comedian -‐ Katzenjammer Kids: "Policy and pie" Musician -‐ The old cabin home. H. De Marsan, Publisher, 54 Chatham Street, New York. Reporter -‐ The Independent gazetteer, or, The chronicle of freedom, 1788

7. Gathering Primary Evidence. As a class, create and continually add to, a list of "tried and true" search terms. Remind students that American Memory is a collection of collections. It is not encyclopedic and it simply does not have "everything." If an initial search does not yield desired results, guide students in how they can narrow or refocus the search. Require that proper citation and/or bibliographical entry be used for all collected print material, photos, sound, video, etc

8. Begin Independent Team Exploration. Supply students with document analysis worksheets (Appendix C) to use to record their growing set of evidence. Allow at least two (more preferred) days/class periods for exploration and research.

9. Create a Learning Product. Teams can produce a variety of products to demonstrate their interpretation of the material, including web pages, multimedia products, video documentaries, oral presentations, creating booklets or newspapers, or even photos of your classroom turned into a museum comprised of print documents, and multimedia.

Creating and refining a final learning product that allows students to represent, present and defend their ideas about the American Dream is the tangible outcome of this project. Allow plenty of time for this vital phase. (Having students add what transpires during this phase of the project to their research log can provide useful insight in the evaluation process.)

10. Review the Assessment Questions. Choose questions that will provide a focus for the project. Students can use these questions to guide their research. (Example: Photographer -‐ What is the American Dream? How has the American Dream changed over time? How do diverse cultures view the American Dream? How have significant historical events affected the American Dream? How will new opportunities of the 21st century challenge the American Dream? What makes being a photographer an effective medium for exploring the American Dream?)


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1. Knowledge – Define “The American Dream”.

2. Comprehension – Give examples of what “The American Dream” means to real individuals from the American Memory collections from the perspective of all individual researchers in the group.

3. Application – Research and analyze primary source documents of individuals from the American Memory to uncover their view of “The American Dream.”

4. Analysis – Break down how their view of “The American Dream” might compare with a recent immigrants or someone who lives in another country.

5. Synthesis – Publish interpretation of “The American Dream” based on research role and evidence uncovered.

6. Evaluation – Through classroom discussion, defend their interpretation of “The American Dream.”


1. Logical/mathematical: Predicting, research projects, Sequencing, Computers, Classifying

2. Linguistic: Storytelling, Creative writing, Class discussions, Interviews, Creative writing

3. Musical: Time period music

4. Naturalist: N/A

5. Spatial: Illustrating information, Map making, Designing posters, Observations, Collages, Painting, drawing

6. Body/kinesthetic: Performing, acting out, Crafts, Simulations, Computers

7. Interpersonal: Class discussions, Establishing group rules, Group story writing, Sharing, Use different perspectives

8. Intrapersonal: Setting goals, independent projects



2. Extensions – Assignment for students looking for a challenge or an opportunity to dig deeper: Who are the dreamers that inspire us today? Read about or interview others who have who


38

have a dream. In the medium of your choice (story, poem, song, art, video, blog, etc.) portray their dream.

3. Differentiating Curriculum – This lesson incorporates whole class and small group discussion and activities, as well as independent student work that naturally key into the strengths of different learning abilities and styles.

E. Materials

1. Computer access

2. Handouts in Appendix C

V. Modeling:

A. Tour the American Memory site with the class

B. Walk through one example


A. Frequently check in with teams to ensure they are on track and on time. VII. Guided Practice:


A. Student teams participate in the American Dreams WebQuest.

B. Teams present their products to the class.

IX. Closure:

A. Thank students for their wonderful projects and great information.

B. Tell them that next time they will have a chance to explore a topic of their choice in great detail. Details to follow when you meet again.



1. The team products and their presentations provide evidence of each team members understanding.

2. During their presentations, teacher asks:

a. What is the American Dream? b. How has the American Dream changed over time? c. How do diverse cultures view the American Dream? d. How have significant historical events affected the American Dream? e. How will new opportunities of the 21st century challenge the American Dream? f. What makes your area of interest (e.g., photography) an effective medium for sharing

the American Dream? g. What is your American Dream?


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3. Exit ticket – A Confidential Self-‐Evaluation (Appendix C) from each student can provide the teacher with further valuable input, and will help the student reflect upon their own learning and performance.


1. Based upon your assessment data what will you change for next time? Source: America Dreams ...through the decades, is an interdisciplinary Internet project designed to utilize digitized primary source documents from the American Memory collections. Its conception and design is a collaborative effort by Kathleen Ferenz and Leni Donlan, American Memory Fellows to the National Digital Library in 1997. The instructional model is a WebQuest, a type of Internet-‐based inquiry lesson model first designed by Professor Bernie Dodge, San Diego State University. American Dreams … Through the Decades http://memory.loc.gov/learn/lessons/97/dream/


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Lesson 5: Who Belongs Here? (Choice Group Projects) I. Standards: (local district’s curriculum guidelines [GLEC], ISD’s or the State of Michigan) II. Objective/Benchmark:

A. After reading Who Belongs Here? An American Story by Margy Burns Knight students will demonstrate an understanding of how immigration relates to them through class discussion.

B. The choice group project that they select will reinforce this knowledge.

III. Anticipatory Set:

A. Teacher helps class to imagine that they are living in a country that is at war with the government. The powerful people are killing thousands of others, even the students own parents, and it becomes necessary for them to leave the country. Ask the class, "Where would you go? What would you do?

B. Tell the class, “The book we are about to read is about a boy named Nary who lived through a situation just like this in Cambodia." Teacher asks students if anyone can show where Cambodia is on the map. Let the students find it.

C. Read: Who Belongs Here? An American Story by Margy Burns Knight.

D. The students read the book out loud together. During the reading of the book, the teacher stops and asks for student response to the questions in the text.

E. Tell the students that they will now have a chance to dig deeper into the immigrant experience through group projects.

IV. Input:

A. Task Analysis

1. This is a choice lesson for student-‐directed, independent group projects. Students can pick one of four projects (Appendix D):

a. Examining a Life History (through the Federal Writers’ Project 1936-‐1940) b. Personal Experiences of Slavery and Emancipation c. Ellis Island Reenactment d. Current Issues in Immigration Debate

See Appendix D for group project directions.

2. Explain each project to class and allow them to chose which one interests them.


1. Knowledge – List the reasons people move from one place to another. Describe the issues faced by both new immigrants and those struggling with the dominant culture generations after immigration.

2. Comprehension – Describe how people immigrating to US have felt facing hardship and discrimination, using examples from their research.


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3. Application – Develop product that demonstrates deeper understanding of immigrant experience based on project research.

4. Analysis – Distinguish the immigrant experience from that of the dominant culture based on project research.

5. Synthesis – Collaborate with team-‐mates to develop a deeper understanding of how the immigration experience affects individuals and families for generations, ultimately leading to a refined definition of what it means to be an American.

6. Evaluation – Evaluate the immigration experience from all angles based on project research and other team project presentations.


1. Logical/mathematical: Predicting, Research projects, Computers, Classifying

2. Linguistic: Debating, Storytelling, Interviews

3. Musical: N/A

4. Naturalist: N/A

5. Spatial: Illustrating information, Designing posters, Observations, Graphs, flow charts

6. Body/kinesthetic: Performing, acting out, Crafts, Simulations, Manipulatives, Computers

7. Interpersonal: Interviewing, Problem solving, Establishing group rules, Sharing, Cooperative activities, Use different perspectives

8. Intrapersonal: Setting goals, Independent projects, Self reflection



Accommodations for intellectual disabilities – Students with mild-‐to-‐moderate intellectual disabilities typically spend the majority of their day in a special education classroom, where the learning focuses on functional activities that maximize a student’s independence, self-‐direction, health and fitness, and practical life skills (shopping, ordering in a restaurant, telling time, nutrition and fitness) (Heward p. 149). For these students, complete immersion in a general education academic curriculum is too restrictive and ineffective. While students with mental retardation can certainly benefit from participating in mainstream classrooms, care must be taken to ensure that the curriculum doesn’t limit their opportunities to learn the skills they need to function independently and successfully in current and future environments. Two of the choice projects in this lesson of the unit stand out as opportunities for inclusion of students with intellectual disabilities – Personal Experiences of Slavery and Emancipation and


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the Ellis Island Reenactment. The Slavery and Emancipation project involves listening to real-‐life accounts from former slaves and creating a quilt decorated in the style of African American slave quilts using fabric paints, glue and felt, sewn fabric, etc. Working in a mixed-‐ability group, the student with intellectual disabilities will benefit from cooperative, peer-‐assisted learning (Snow p. 37) about functional skills such as, using a computer or mp3 player, measuring and cutting fabric squares, using paints, glue, felt etc. to decorate fabric squares, and finally sewing fabric squares together. Since each group member’s squares are sewn together to create one large quilt, it also gives the student an opportunity to literally and figuratively join and participate in meaningful work with his/her peer community. Likewise, the Ellis Island reenactment offers a variety of roles for a student with intellectual disabilities, from pre-‐event administration, such as helping to create the identity cards that “immigrant” students will use in the reenactment (typing, photocopying, cutting, sorting, etc.), to hosting one of the stations where the “immigrant” students will pass through. The day of the reenactment would be a fun, purposeful experience that would also give the student with intellectual disabilities an opportunity to share meaningful interactions with his/her peer community.

2. Extensions – Inherent in this assignment are natural opportunities for students looking for a challenge or an opportunity to dig deeper.

3. Differentiating Curriculum – This lesson incorporates small group discussion and activities, as well as independent student work that naturally key into the strengths of different learning abilities and styles.

E. Methods

1. Handouts in Appendix D describing each project

V. Modeling: A. Walk through examples of expectations of all four projects


A. Frequently check in with teams to ensure they are on track and on time. VII. Guided Practice:

VIII. Independent Practice:

A. Student teams work on projects together. B. Students present group work to class.

IX. Closure:

A. Congratulate students for an amazing job well done!



1. The team products and their presentations provide evidence of each team members understanding.


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2. Exit ticket – A Confidential Self-‐Evaluation (Appendix C) from each student can provide the teacher with further valuable input, and will help the student reflect upon their own learning and performance.



References:

Heward, W.L., (2009). Exceptional Children: An Introduction to Special Education (4th ed.). Upper Saddle River, NJ: Pearson. Snow, D.R., (2005). Classroom Strategies for Helping At-‐Risk Students. Aurora, CO: Mid-‐Continent Research for Education and Learning.


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Appendix A Graphic Organizers


45

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© Teacher Created Resources, Inc. #234 Thematic Unit—Immigration

Immigration Bulletin Board

Materials:• Large world map with Western Hemisphere in middle• Pushpins• String• Transportation Patterns (duplicated from the following page)• Lettering for Title

Procedure:1. Post map and title, “Where Is Your Family From?”

2. As students report where they or their ancestors came from, put a pushpin in that location on themap. Also, put a pushpin at the point of entry into the United States.

3. Connect the two pins with string. Some students may have more than one set of pins and string.

4. Have students select from the transportation patterns the means of transportation used to arrive inthe United States. They should write their names and the names of the immigrants, if known, onthe vehicles and attach them somewhere along the appropriate strings.


47

#234 Thematic Unit—Immigration © Teacher Created Resources, Inc.

Transportation Patterns


48

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57

Appendix B

Student Activities


58

Source: http://www.teachervision.fen.com/vocabulary/printable/39641.html?detoured=1


Language Arts

Borrowed Words GameMany of our words have been borrowed from other languages. This game will help students learnsome of the words that have become part of the English language. To play the game, divide studentsinto groups of eight. Each group of eight will make two teams of four. The object of the game is forteam members to guess as many borrowed words as possible in a one minute time limit.

Materials:borrowed words cards; one minute timer

Directions:Choose one player to begin giving clues to his or her teammates. The clue-giver will tell whichlanguage the word is from, then describe the word in any way possible, including using pantomime.The only restrictions are that the clue-giver may not say something the word rhymes with or say whatletter of the alphabet it begins with.

A clue-giver is allowed one free pass per turn. This should be used if the word is unfamiliar or if teammembers are having a difficult time guessing the word. Any additional passes will result in a point forthe opposing team. After the minute is up, the team should tally and record its points, along with anypoint the other team has earned due to passes. Play then moves to the other team. The game continuesuntil one team reaches 25 points or until a specified amount of time is up.

Always allow the team that went second to have last ups.

Africa

tote

Africa

yam

Africa

goober

NativeAmerican moccasin

NativeAmerican

canoe

NativeAmerican pow-wow

Arabic

algebra

Arabic

magazine

Arabic

zero

Australian

boomerang

Chinese

gung ho

Chinese

ketchup

Chinese

tea

Dutch

cruise

Dutch

waffle

Dutch

schooner

Dutch

pickle

Dutch

cookie

Dutch

aardvark

India

bandana


59


Language Arts

Borrowed Words Game (cont.)

India

pajama

India

guru

India

shampoo

German

kindergarten

German

pretzel

German

hamburger

Greek

cone

Polynesian

taboo

German

poodle

Greek

circus

Turkish

coffee

Greek

drama

Hebrew

cinnamon

Hebrew

camel

Portuguese

mosquito

French

chef

French

garage

French

ricochet

Italian

balloon

Italian

pasta

Italian

violin

Italian

trombone

Hungarian

goulash

Hungarian

paprika

Japanese

tycoon

Japanese

samurai

French

blouse

Spanish

plaza

Spanish

cocoa

Spanish

tomato

Spanish

patio

Persian

bazaar

Persian

caravan

Persian

paradise

Malaysian

bamboo

Malaysian

caddie


60


Social Studies

Citizenship TestPeople who apply to become United States citizens must answer 10 to 15 randomly selected questionsabout American history and government. Below are a few from the list of 100 possible questions.Could you pass the test?

1. What do the stripes on the American flag represent? _____________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. What country did we fight during the Revolutionary War? ________________________________

3. What are the three branches of our government? ________________________________________

_______________________________________________________________________________

4. Who becomes president should the president and vice president die? ________________________

5. What did the Emancipation Proclamation do? __________________________________________

_______________________________________________________________________________

6. Who has the power to declare war? __________________________________________________

7. What kind of government does the United States have?___________________________________

8. What are the first ten amendments to the Constitution called?______________________________

9. Name one right guaranteed by the first amendment. _____________________________________

10. Who was the first president of the Unites States?________________________________________

11. How many U.S. Supreme Court justices are there? ______________________________________

12. Who helped the Pilgrims in the New World? ___________________________________________

13. Which countries were our enemies during World War II? _________________________________

_______________________________________________________________________________

14. Who is the Chief Justice of the U.S. Supreme Court? ____________________________________

15. How many amendments are there to the Constitution? ___________________________________

16. How many states are there today?____________________________________________________

17. What are the colors of the American flag and what does each symbolize? ____________________

_______________________________________________________________________________

_______________________________________________________________________________

18. What are the duties of Congress? ____________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


61

Answer Key 1. They represent the 13 original colonies. 2. England 3. Legislative, Executive, and Judiciary 4. Speaker of the House of Representatives 5. Freed many slaves 6. The Congress 7. A democratic form of government (or, a Republic) 8. The Bill of Rights 9. Freedom of speech/press/religion; peaceable assembly 10. George Washington 11. Nine 12. Native Americans 13. Germany, Italy, and Japan 14. John Roberts 15. 26 16. 50 17. Red stands for courage, white stands for truth, and blue stands for justice. 18. To make laws



62

Appendix C

WebQuest Documents


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!!! !

The Library of Congress

America Dreams

Teachers Students Resources

Task Process Team Roles Conclusion

Team Research Roles

Team Description Product

Photographer With your artful eye, you capturethe images of the AmericanDream.

Design a photo essay that shows the American Dream. Showhow the Dream has been affected by time, culturalinfluences, and significant historical events.

Lawyer Your passion for controversy anddebate guide your vision of theAmerican Dream.

Prepare a legal brief about the status of the AmericanDream. (Legal brief includes: title, who vs. whom, statementof facts, argument, conclusion, references.)

Poet Using your poetic grasp oflanguage, you seek out the heartand soul of the American Dream.

Create a poet's notebook that shows the American Dream.Your notebook includes samples of your poetry that showshow the "Dream" has been affected by time, culturalinfluences, and significant historical events.

Politician With a finger on the pulse of theAmerican people, you tracesignificant political events thatshape the American Dream.

Write and deliver a speech that traces the political eventsthat shape the American Dream. Your speech shows how the"Dream" has been affected by political response to culturalinfluences and significant historical events.

Producer Lights, camera, action! You showthe story of the American Dreamthrough stories, films, and ascript for a movie.

Make a storyboard for your movie. Sequence the scenes toproduce a movie of the American Dream.

Comedian You find the irony in theAmerican Dream.

Write a standup comic script or create a political cartoon orcomic strip that expresses irony or the humorous side of theAmerican Dream.

Musician With your ear for melody, youplay the music of the AmericanDream.

Write the sheet music or record music that characterizes theAmerican Dream based upon your research.

Reporter On the newsbeat you report andchronicle the events which shapethe American Dream.

Write a news article that reports the results of your researchon the American Dream. (Article includes: title, who, what,when, where, and how.) Your news article describes theevents that have shaped the American Dream through thedecades.

Individual Management Roles for Team Members

Choose a role that is compatible with your interpersonal and technology skills. Individuals may decide to share responsibilities.

Team ManagerAs team manager you have full responsibility for this team. You will manage all aspects of the project by assisting the research, production, and archivemanagers in meeting their obligations to complete the project. Excellent interpersonal and management skills are required. You are ultimately responsible forhelping the team meet the project deadline.

America Dreams - Student:Team Roles http://memory.loc.gov/learn/lessons/97/dream/roles.html

1 of 2 8/14/10 7:52 PM


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69

Reference: http://memory.loc.gov/learn/lessons/97/dream/implement.html

Team Management Check ListUse the directions at the America Dreams…through the decades web site to guide yourdiscussions. Fill out this document and update it regularly.Research Role

Management Roles Names & e-mailTeam ManagerResearch ManagerProduction ManagerArchive Manager

Assessment QuestionsIdentify which assessmentquestions you will use to guide yourinquiry.

Research Strategies

Theme or TopicWhat is your focus for inquiry?Identify your research topic ortheme.Research QuestionsWhat are the questions that willfocus your research?List a series of genuine questionsyou intent to answer to focus yourresearch. What additionalinformation do you need to answerthese questions?

Questions:

Additional Information:

Primary SourcesHow will you know you've foundwhat you are looking for?List the type of resources youintend to look for to answer yourresearch questions. What primaryresources from American Memorywill you search for?EvidenceHow do you know that theexamples you've found are valid?Once you have located a fewexamples of primary sources, whatis your criteria for selecting these asevidence? Use the documentanalysis worksheet.

Identify your criteria for evidence:


70

analysis worksheet.Action Plan

Timeline(by when?)

Task Description(What will be accomplished?)

Person(s)

Responsible(Who ?)


71

America Dreams ...through the decades

Digital Library & Collection1. Name of the collection and location2. Time period3. A phrase or sentence that describes the

contents of the entire collection

Item– Type and Physical ConditionItems can be classified into four groups: (1)written, (2) oral, (3) visual, and (4) electronictransmisions.

1. Item Type: What type of item is this? Also,what is it? Photo, film/video, audio, sheetmusic, program, poster, broadside, book,pamphlet, proceedings, etc.

2. Physical Condition: Describe the originalcondition of the item. Faded, cracked, color,blur, water stains, fingerprints, etc.

Item ProvenanceWhat do you know about the complete history ofownership of the object?

General Item Information:1. Date created or published

2. Author(s): Who created the object? Was itcreated/written/produced for someone? Forwhom? Was it created for a purpose/cause?

3. Location: Where was it created orrecorded?

4. Description & Notes: What writteninformation on or about the object isavailable?

5. Bibliographic record information: CallNumber, Repository, Digital ID.

DOCUMENT ANALYSIS WORKSHEET

Use this tool to question, critique, and assess the object’s value in the America Dreams project.

PART I Thinking Questions

Use this general set of thinking questions to ground group overall discussions.1. From whose viewpoint are we seeing or reading or hearing? From what angle or perspective?2. How do we know when we know? What’s the evidence, and how reliable is it?3. How are things, events or people connected to each other? What is the cause and what is the effect? How do theyfit?

4. So what? Why does it matter? What does it all mean?-Habits of Mind, adapted from Deborah Meier

PART II Complete the Document Analysis Worksheet

Item title or caption

CATEGORY INFORMATION AND EVIDENCE


72

America Dreams ...through the decades

Analysis and EvidenceDiscuss and list evidence.

1. Is it real? How do you know theobject or item is genuine?

2. For whom was it created ormade? From whose viewpoint arewe seeing or reading or hearing?

3. Has it been changed from theoriginal? Has the document beentranslated or has the format beenchanged in translation? (frompoetry into prose, for example)

CATEGORY ANALYSIS AND EVIDENCE

Analysis/Evidence Interpretation

How does this object provide evidence of the American Dream?Support your thinking with evidence from the object. (e.g. time, place, structures, arrangement of elements, etc.)

Unanswered Questions

When we examined this object we wondered.....

Some questions that came up in our discussion were...


73

Confidential Self-EvaluationSelf:Name: Role in your Group: Product Title:

Criteria Rating (please circle) CommentsContribution(percent of project youcompleted)

100% - - 75 - - 50 - - 25 - - 0

Quality of work 10 - - - - 5 - - - - 0Cooperation(willing to negotiate, helpful,etc.)

10 - - - - 5 - - - - 0

Professional responsibility(met deadlines, didassignments)

10 - - - - 5 - - - - 0

Personal satisfaction withproduct 10 - - - - 5 - - - - 0

Your Narrative:What did you do? What did you learn?

Collaborator(s):Name: Group Role:Criteria Rating CommentsContribution(percent of project done bythis group member)

100% - - 75 - - 50 - - 25 - - 0


10 - - - - 5 - - - - 0


10 - - - - 5 - - - - 0

Work with this person again 10 - - - - 5 - - - - 0


74


100% - - 75 - - 50 - - 25 - - 0


10 - - - - 5 - - - - 0


10 - - - - 5 - - - - 0



100% - - 75 - - 50 - - 25 - - 0


10 - - - - 5 - - - - 0


10 - - - - 5 - - - - 0



75

An

aly

tic R

ub

ric fo

r Am

eric

a D

rea

ms

Three facets of understanding: E

xplanation, Interpretation, and Perspective

A rubric that com

bines insight and performance as it relates to the understanding of ideas and m

eaning.E

xplan

ation

(50%)

! N

ewspaper R

eporter!

Photographer

Interp

retation

(50%)

! P

roducer!

Poet

! M

usician

Persp

ective (50%)

! Law

yer!

Politician

! C

omedian

Perfo

rman

ce Pro

du

ct(50%

)

Am

erica Dream

s bo

oklet

Po

ints p

erS

ection

20 pointspossible

(10 points possible)

Sophisticated: an

unusually thorough,elegant, and inventiveaccount of the A

merican

Dream

; fully supported,verified, and justified;deep and broad: goes w

ellbeyond the inform

ationgiven

List evidence:•••


Profound: a pow

erful andillum

inating interpretation andanalysis of theim

portance/meaning/significan

ce; tells a rich and insightfulstory of the A

merican D

ream.

Provides a rich history or

context; sees deeply andincisively any ironies in thedifferent interpretations.



Insightful: a penetrating and novelview

point of the Am

erican Dream

.E

ffectively critiques andencom

passes other plausibleperspectives; takes a long anddispassionate, critical view

of theissues involved.



Highly E

ffective: The

product is highly effective.T

he product is engaging,polished, clear, andpresents the m

aterial in athorough m

anner. The

presentation is mindful of

the audience, context, andpurpose. T

he final productshow

s high qualitycraftsm

anship.


_____points

(8 point possible)

Developed: an account of

the Am

erican Dream

thatreflects som

e in-depthand personalized ideas;the student is m

aking thew

ork her own, going

beyond the given–there issupported theory here, butinsufficient or inadequateevidence and argum

ent


(8 point possible)

Perceptive: a helpful

interpretation or analysis oftheim


ce: tells a clear and instructivestory of the A

merican D

ream.

Provides a useful history or

context; sees different levelsof interpretation


(8 point possible)

Considered: a reasonably critical

and comprehensive look at all

points of view in the context of

one’s own; m

akes clear that thereis plausibility to other points ofview

in the Am

erican Dream

.


(8 point possible)

Effective: T

he product iseffective. T

he layout anddesign elem

ents arepresented in a clear andthorough m

anner,show

ing awareness of the

audience, context, andpurpose.


_____points


76

Exp

lanatio

n (50%

)!

New

spaper Reporter

! P

hotographer

Interp

retation

(50%)

! P

roducer!

Poet

! M

usician

Persp

ective (50%)

! Law

yer!

Politician

! C

omedian

Perfo

rman

ce Pro

du

ct(50%

)

Am

erica Dream

sp

rod

uct

Po

ints p

erS

ection

(5 point possible)

Intuitive: an incomplete

account but with apt and

insightful ideas about theA

merican D

ream; extends

and deepens some of

what w

as learned; some

“reading between the

lines”; account has limited

support/argument/data or

sweeping generalizations.

There is a theory, but one

with lim

ited testing andevidence.

List evidence:••••

(5 point possible)

Interpreted: a plausibleinterpretation or analysis oftheim


ce; makes sense of a story;

provides a history yourcontext to the A

merican

Dream

.


(5 point possible)

Aw

are: knows of different points

of view and som

ewhat able to

place own view

in perspective,but w

eakness in consideringw

orth of each perspective orcritiquing each perspective,especially one’s ow

n; uncriticalabout tacit assum

ptions.


(5 point possible)

Som

ewhat: E

ffective: The

product is somew

hateffective. S

ome problem

sw

ith clarity, thoroughness,delivery, and polish areevident. It is unclearw

hether the audience,context and purpose havebeen considered.


_____points

(3 point possible)

Naïve: a superficial

account of the Am

ericanD

ream: m

ore descriptivethan analytical or relative;a fragm

entary or sketchaccount of facts/ideas orgeneralizations; a black-and-w

hite account; less atheory than anunexam

ined hunch orborrow

ed idea.


(3 point possible)

Literal: a simplistic or

superficial reading of theA

merican D

ream. M

echanicaltranslation; a decoding w

ithlittle or no interpretation; nosense of w

ider importance or

significance: a restatement of

what w

as taught or read.


(3 point possible)

Uncritical: unaw

are of differentpoints of view

; prone to overlookor ignore other perspectives; hasdifficult im

agining other ways of

seeing things; prone to egocentricargum

ent and personal criticisms.


(3 point possible)

Ineffective: The product is

ineffective. One of tw

osituations is evident: T

heproduct is unpolished,providing little evidence ofplanning, practice, andconsideration of purposeand audience; or thepresentation is so unclearand confusing that the keypoints are difficult todeterm

ine.


_____points

Rubric S

ource: Understanding B

y Design H

andbook, Jay McT

ighe and Grant W

iggins


77

Appendix D

Choice Group Projects


78

Choice A

Examining a Life History (through the Federal Writers’ Project 1936-‐1940)

Part I: Create a Group Blog

Go to http://edublogs.org and create a group blog for the project. The style and design of the blog are up to you.

Part II: Identifying Your Subject

Next, go to the American Memory Home Page (http://memory.loc.gov/ammem/index.html) to explore the site as a group.

1. Choose Culture, Folklife.

2. Scroll down and select Life Histories, Federal Writers’ Project ~ Manuscripts ~ 1936 – 1940.

3. On the collection home page, choose Select a state.

4. On the map displayed, select a state. The text about the life histories of the state contains various subjects that could be keywords for searching (the subjects are in capital letters).

5. Choose Search all WPA Life Histories.

6. Type a keyword in the search box to locate a list of life histories on that subject and click the Search button.

NOTE: Typing in the keyword will give a list of all life histories with that keyword, not only those of the state selected. To narrow the search to the state selected, type the keyword first, then the state name.

Skim several of the life histories until each of you finds one that interests you.

Part III: Examining a Life History

Each group member will publish at least six posts to the group blog. The topics of individual posts are up to you but all in all, the blog should inform your classmates about your thoughts on examining life histories gathered by the Federal Writers’ Project. You should also include a profile of the writer-‐interviewer and a short story or poem about the person the writer interviewed. Suggested questions to answer:

1. What is the title of the life history that interests you?

2. What is the state where this life history was recorded?

3. What is the name and profession of the person who was interviewed?

4. Who was the interviewer?

5. What interests you about this person's life history?

6. Did the interviewer describe the setting where the interview took place? If yes, briefly describe.

7. If not, describe the place you imagine and why you think it took place in that setting:

8. Did the interviewer quote the person interviewed telling their story or mix his/her words with quotes from the person interviewed re-‐tell the story without quoting the person interviewed?

Resource:

The Library of Congress Learning Page. Living History Project. http://memory.loc.gov/learn/lessons/97/florida/examine.html


79

Choice B Remembering Slavery: African Americans Talk About Their Personal Experiences of Slavery and Emancipation (MP3 Audio CD) by Ira Berlin (Editor), Marc Favreau (Editor), Steven F. Miller (Editor), Robin D. G. Kelley

This lesson is organized into five sections:

1. Students will read selected oral histories in order to learn about individual experiences of African Americans in the pre-‐Civil War period.

2. Students will meet in small collaborative groups with other students who read the same oral history and share their understandings and develop different perspectives on the reading.

3. Students will gather in reconfigured small collaborative groups (jigsaw) and share their understandings with students who read different narratives. Here the goal for students is to broaden their understanding of what the experience of slavery was like for individual African Americans.

4. Students will review African American quilting website to gain an understanding of the style and symbolism of African American quilting during slavery (The Underground Railroad “Quilt Code” http://ugrrquilt.hartcottagequilts.com/betsy%20ross%20redux.pdf, African American Quilting Traditions http://xroads.virginia.edu/~ug97/quilt/atrads.html, African American Quilting: A Long Rich Heritage http://www.womenfolk.com/quilting_history/afam.htm, Directory of African American Quilting http://www.womenfolk.com/quilt_history_websites/lafam.htm).

5. Each student in group will create six 10” x 10” fabric quilt squares, decorating them in the style of African American slave quilts using fabric paints, glue and felt, sewn fabric, etc. The squares will then be sewn together into one large quilt. The group will present the quilt to the class along with an explanation of how the quilt relates to the personal experiences of slavery and emancipation.


80

Choice C

Ellis Island Reenactment

1. Students will first go to the Ellis Island website (http://www.historychannel.com/ellisisland/gateway/index.html), where they will read the introduction and explore the site to learn about Ellis Island's history. (Note the reasons why the Island was built and why the United States wanted to bring immigrants into the country.)

2. Take an interactive tour of Ellis Island. http://teacher.scholastic.com/activities/immigration/tour/index.htm

3. List the steps that each immigrant had to go through at Ellis Island.

4. The rest of the class will come through “Ellis Island” as immigrants, stopping at various stations attended by group members. Each student will be given a pre-‐determined biography, including name, country of origin, occupation. Some will have “markings” that will prohibit entry.

o Markings – • “X” = possible mental illness • “B” = back • “E” = eyes • “P” = physical or eyes • “Sc” = scalp • “L” = lameness • “CT” = trachoma • “SI” = Special Inquiry (may have committed a crime in the old country, came

to America with the promise of a job, wouldn’t be able to support yourself or your family, or had certain mental or physical problems that would keep you from being able to work)

Resources …If Your Name was Changed at Ellis Island By Ellen Levine Teaching Today http://teachingtoday.glencoe.com/lessonplans/immigration-‐an-‐introduction-‐to-‐a-‐new-‐way-‐of-‐life

Ellis Island re-‐enactment at Crest View Elementary School http://photos.dailycamera.com/Other/Ellis-‐Island-‐Re-‐Enactment/12137194_pAm5W#863037559_DvecA


81

Choice D

Current Issues in Immigration Debate Students will select a current issue in immigration, research the issues, then present a mock debate to the class representing the pros and cons. Topics to consider include:

- What to do with undocumented immigrants?

- Should an Islamic Community Center be built near 9/11 site?

- Is outsourcing of jobs to other countries beneficial to American consumers and business?

Resources:

Price, Amy: Immigration: Opening Doors to Social Studies with Children's Literature. Accessed August 4, 2010. http://teacherlink.ed.usu.edu/tlresources/units/byrnes-‐literature/price.html.