*Lesson 2: The Story of Immigration
*Historical Perspective Lesson & Cultural Artifact Lesson
Essential Questions for Unit:
Guiding Questions
Standards:
Objectives:
Materials:
Lesson Development:
I DO/WE DO/YOU DO
I DO
YOU DO
Assessment
Informally assess the students by listening to student responses during turn and talk and group work. Walk around and check student responses when they are working in groups to complete the KWL Chart. Formally assess the students by collecting the KWL charts, as well as the paragraph written summary.
Essential Questions for Unit:
- What is the definition of immigration? What are some reasons why people immigrate?
- Why is America a popular destination for immigrants?
- What is culture? What are cultural experiences?
- What are some experiences that immigrants face?
- How does immigration provide cultural diversity?
Guiding Questions
- Where did immigrants migrate from?
- What are some reasons why people immigrate?
- What are the major patterns of immigration?
Standards:
- Essential Standards - 3.H.1 - Understand how events, individuals, and ideas have influenced the history of local and regional communities
- Essential Standards - 3.G.1 – Understand the earth’s pattern by looking at the 5 themes of geography: location, place, human-environment interaction, movement, and regions.
- Essential Standards - 3.C.1 – Understand how diverse cultures are visible in local and regional communities.
- Common Core ELA Standards - RF3.4c – Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Objectives:
- Students will learn several push and pull factors, which determine why people immigrate to different countries.
- Students will learn about several countries where immigrants migrate from. Students will also learn about immigrants that have passed through Ellis Island.
- Students will identify major patterns of immigration into the United States, most especially through Ellis Island.
Materials:
- "Coming to America - The Story of Immigration" by Betsy Maestro
- Respond to Fiction Graphic Organizer Worksheet
Lesson Development:
I DO/WE DO/YOU DO
I DO
- Have the students gather at the front of the carpet. Review the definition of immigrant, and immigrant families from Lesson 1. Hook the students by showing the picture of the cultural artifact (posted below) on the Smart Board. Have students turn and talk to their neighbor to discuss what they see in the picture. Have several students share what they think is going on in the picture. After having the students share what their thoughts, discuss the origins of the cultural artifact. This painting is called the "Pillars of a Nation" by Jim Daly that depicts the experience of immigration. It was commissioned by a man whose grandfather went to Ellis Island when he immigrated to America from Hungary in 1907. Introduce to the students that they will hear a story about the history and origins of immigration in the United States. Then introduce that they will be able to work on an interactive tour of Ellis Island to learn more about the experiences of immigrants back in history.
- Read Aloud "Coming to America - The Story of Immigration" Before reading the story of Immigration, introduce the KWL Chart. As you read model how to fill out the KWL Chart, and expectations on how to fill it out. Focus on the push and pull factors on the KWL Chart, as well as the countries where immigrants migrated from. Students will see how to fill out a KWL chart on the story, so that they will know how to fill a KWL chart with group members when they will do the activity with the Interactive tour of Ellis Island. Model the KWL chart by showing it on the Smart Board with a document camera.
- Break up students in pairs to work together on what they already know about Ellis Island and Immigration. Have them fill out that part of the KWL chart together. After 5-10 minutes, have the students work together to fill out what they want to know about Ellis Island and immigration.
- Then on a Media Center day, have the students do an interactive tour of Ellis Island in the computer lab. (http://teacher.scholastic.com/activities/immigration/tour/index.htm) While they are exploring on the interactive tour, have students write down interesting facts and information that they have learned from the interactive tour in the "What I have Learned" section in the KWL Chart. As students are working together, walk around the room to check student responses in their KWL Charts and to answer questions about the tour.
YOU DO
- After students have got a chance to explore the interactive tour of the website, gather the students back on the carpet. Have students turn and talk to their neighbor to discuss their findings and facts that they have learned from the interactive tour. Ask students if they have answered any questions from "what they want to learn" section of their KWL Chart.
- Have students go back to their desks and to independently write in their Social Studies journals. Have them write a 5-6 sentence paragraph of a summary of what they have learned from the Ellis Island tour. Before students go back to their desks, have a model paragraph of what is expected from them displayed on the Smart Board. While students are working independently, circle around the classroom to check student progress.
Assessment
Informally assess the students by listening to student responses during turn and talk and group work. Walk around and check student responses when they are working in groups to complete the KWL Chart. Formally assess the students by collecting the KWL charts, as well as the paragraph written summary.
Cultural Artifact - Pillars of a Nation by Jim Daly
KWL Chart | |
File Size: | 70 kb |
File Type: |