Immigration

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Immigration

• Amber Pike

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Focus Statement

• Theme Immigration into America
• Social Studies Disciplines History, Social
  Systems, Geography
• Grade Level 5th Grade
• Timing Lesson Plans 1hr each

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Objectives/Unit Goals

• 1.      Teach the students about diversity in the
  United States
• 2.      Teach the students of the immigration
  process
• 3.      Compare different ethnicities in the
  classroom
• 4.      Identify various ethnicities involved
  with primary immigration

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NCSS Standards

• 1.      Culture a, b, c, d, e
• 2.      Time, Continuity, and Change a, c, d, e
• 3.      People, Places, and Environments g, h
• 4.      Individual Development and Identity a,
  c, e, f, g
• 5. Power, Authority, and Governance a, d,
  f, h

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Classroom Profile

• 24 kids,
• Suburban setting
• 5 children bused in from a rural location for
  special one on one instruction.
• Predominately white classroom
• 14 boys and 20 girls

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Learning Styles Activities

• Discussion (Standard 2) Students talk in groups
  for 10 minutes on their daily activities. Thereby
  sharing their feelings and perspectives on what
  we learned .
• 2. Journal Entries and Homework Assignments
  (Standard 1 Standard 4) Demonstrates an
  understanding of discussions and materials
  provided to them in order to create a realistic
  interpretation.

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Background Facts The Immigrant Experience (All
a direct quote from http//www.ellisisland.com/)

• When the great steamships of the early 20th
  century sailed into New York Harbor, the faces of
  a thousand nations were on board. A broad,
  beaming, multicolored parade, these were the
  immigrants of the world there were Russian Jews
  with fashioned beards, Irish farmers whose hands
  were weathered like the land they had left,
  Greeks in kilts and slippers, Italians with sharp
  moustaches, Cossacks with fierce swords, English
  in short knickers, and Arabs in long robes. The
  old world lay behind them. Ahead was a new life,
  huge and promising. Gone were the monarchies and
  kings, the systems of caste and peasantry, of
  famine and numbing poverty. But also left behind
  were friends and family, as well as tradition and
  customs generations old. As anchors slid into
  harbor silt, and whistles blew in rival chorus,
  this multitude clambered up from the steerage
  decks to fashion in their minds forever their
  first glimpse of America. The city skyline loomed
  over them like a great, blocky mountain range.
  Poet Walt Whitman described New York as the "City
  of the World (for all of races are here, all the
  lands of the earth make contributions here) City
  of the sea! City of hurried and glittering tides!
  City whose gleeful tides continually rush and
  recede, whirling in and out with eddies and foam!
  City of wharves and stores-city of tall facades
  of marble and iron! Proud and passionate
  city-mettlesome, mad, extravagant, city!" Below,
  the harbor teemed with activity as tugboats
  churned river water and dockhands wrestled cargo
  at America's most populous port. Across the
  Hudson stood the mythic vision of America
  salt-green and copper-clad, the Statue of Liberty
  offered a mute but powerful welcome. In the
  shadow of all the activity, on the New Jersey
  side of the river, were the red brick buildings
  of Ellis Island. The four towers of its largest
  building rose over 140 feet into the air,
  punctuating its already intimidating facade with
  ram-rod sternness. This was an official building,
  a place of rules and questions, of government and
  bureaucracy, where five thousand people a day
  were processed.

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Lesson Plan 1Introduction to different
cultures

• Objectives
• 1.      Identify what cultures the students come
  from
• 2.      Identify diversity within the United
  States
• 3.      Recognize various cultures that were
  involved with immigration
• Activities
• 1.      Each student would make a family tree of
  all the relatives the students know of.
• 2.      The students would make a collage of
  their lives. Using Magazine cutouts, pictures,
  and symbols. Then, share their lives and culture
  with the class
• 3.      Make a list of the various cultures that
  immigrated over to the United States
• 4.      Discussion Questions
• Materials Needed
• Family Tree Diagram
• Magazines
• Scissors
• Glue/Tape

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Lesson Plan 2

• Leaving Home
• Objectives
• 1.      The students would acknowledge the
  significance of leaving
• 2.      The pupils will understand why the
  immigrants left their homes to come to America
• Activities
• 1.      The students would write a timeline about
  the important events that have occurred within
  their life.
• 2.      Have students compile a list of reasons
  why an immigrant would want to go to America
• 3.      Use the list to make a brochure to
  America. If this isnt completed in the time
  given, I would be assigned for homework.
• 4.      Discussion
• Homework Students will be assigned a particular
  group of immigrants, and research (using the
  internet and text books) the number of immigrants
  that exist now compared to the number there were
  in the early 1900s
• Materials Needed
• Timeline worksheet
• Paper
• Magazines/Newspapers

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Lesson Plan 3

• Ellis Island
• Objectives
• 1.      The student will comprehend what it was
  like for an immigrant, when coming into America
• 2.      Students will share thoughts on how they
  felt about the immigration process
• 3.      The pupils will appreciate what it is
  like for an immigrant to make the transaction to
  becoming an American
• Activities
• 1.      Read The Story of Ellis Island by
  Conrad R. Stein
• 2.      Using stations around the room, students
  will have to go through simple modified tests
  that the immigrants went through.
• 3.      Journal Entry The students will write
  about how they felt about their experience on
  having their self worth rated
• 4.      Discussion
• Materials Needed
• The Story of Ellis Island by Conrad R. Stein
• 5 instructional sheets
• Memorization Games
• Certificates for becoming an American

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Lesson Plan 4

• Life in America
• Objectives
• 1.      Students will see how life treatment was
  different to Immigrants
• 2.      The topic of prejudice is addressed and
  students learn the negative role it plays
• 3.      Will recognize the significance of how
  large a process Immigration is and was to America
• Activities
• 1.      Read Immigrant Kids by Russell Freedman
• 2.      The students would write a journal entry
  on what it would be like to be an immigrant
  living in America, based on the account read to
  them. The journal entry would share feelings and
  thoughts.
• 3.      Students will then share research on
  their designated immigrant, and the numbers of
  them that can be found in the United States.
• 4.      Discussion
• Materials Needed
• Immigration Kids by Russell Freedman
• Journal
• Homework Assignment

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Lesson Plan 5

• Bringing it all together
• Objectives
• 1.      The students will remember the many
  aspects that created the process of immigration.
• 2.      To view immigration from spectrums, good
  and bad, for our country.
• 3.      Students will demonstrate knowledge of
  what an immigrant faced when coming to America
• Activities
• 1.      Analyze a few of Americas traditions,
  and the role immigrants had on them.
• 2.      Divide the class into two groups. They
  will then have a debate whether it was beneficial
  to be an immigrant, or stay behind in their
  homeland.
• 3.      Using internet resources and previous
  class discussions, students will build their
  arguments
• 4.      The pupils will hold a debate versus each
  other.
• Materials Needed
• Computer
• Websites

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Assessment

• Discussions Rubric based on a scale from 1-4
• Journal Entrys Rubrics based on a scale from 1-3
• Homework Assignment Based on a scale from A-F

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References

• 1.      http//www.ellisisland.org/
• 2.      Conrad R. Stein, The Story of Ellis
  Island Children's Press, 1979
• 3.      Russell Freedman, Immigrant Kids
  Scholastic, 1992
• 4.      Carol Bierman, Journey to Ellis Island
  Hyperion Press, November 1998
• 5.      Henry Pratt Fairchild, Immigration a
  world movement and its American significance.
  New York, Macmillan 1913.
• 6.      Marcus Lee Hansen, The Atlantic
  migration, 1607-1860 a history of the continuing
  settlement of the United States Cambridge,
  Mass., Harvard university press, 1940
• Francesco Cordasco, Dictionary of American
  Immigration History. The Scarecrow Press, Inc.
  Metuchen, NJ, London 1990

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THE END!