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IMMIGRATIONMarch 12-14, 1998 Grade Level: Sixth Grade I. ABSTRACT Using literature, drama, arts, computer and map skills, students learn from where and why immigrants came, including the waves of immigration. Students also explore what immigrants experienced when they arrived, beginning with their transportation over to America, Ellis Island, and settling in the United States. Students learn about citizenship, resistance, and discrimination as well. The unit concludes with an Ellis Island Day where students can experience for themselves what it was like for an immigrant. II. OVERVIEW A. CORE KNOWLEDGE SEQUENCE 2nd: American Civilization 2, page 93; Geography 2, page 96 6th :American Civilization 6, page 226 B. SKILLS
C. UNIT OUTLINE
Citizenship, rights, and responsibilities III. BACKGROUND KNOWLEDGE 2nd: Students will review Pilgrims from first grade 6th: Students will review information covered in second grade. IV. RESOURCES Davis, James E. and Phyllis Maxey Fernlund, Civics, Participating in Our Democracy New York: Addison Wesley 1993 ISBN 0-201-81563-x Freeman, Russell: Immigrant Kids New York: Penguin Books 1995 ISBN 0-14-037594-5 Jacobs, William Jay Ellis Island: New Hope in a New Land New York Atheneum Books 1990 ISBN 0-684-19171-7 Kudlinski, Kathleen V. Girl Hood Journeys: Shannon New York Aladdin Paperbacks 1996 ISBN 0-689-80984-0 Levine, Ellen If Your Name Was Changed at Ellis Island. New York Scholastic Inc 1993 ISBN 0-590-43829-8 Levinson, Riki Watch the Stars Come Out. New York E.P . Dutton, 1985 ISBN 0-525-44205-7 Maestro, Betsy Coming to America New York Scholastic Inc 1996 ISBN0-590-44151-5 Maestro, Betsy & Giulio Teaching Social Studies Through Literature; the Story of the Statue of Liberty Pennsylvania Hays School Publishing Co.,Inc 1992 ISBN 1-55767-166-4 Sevaly, Karen Summer Idea Book California Teacher's Friend Publications, Inc 1990 ISBN 0-943263-17-4 Stevens, Carla Lily and Miss Liberty New York Scholastic Inc. 1992 ISBN 0-590-44920-6 V. LESSONS A. Lesson One: Reasons for Immigration 1. Objective/Goal: 2nd: Students will learn what an immigrant is and where they came from. 6th: Students will learn reasons for immigration of several groups. Students will also review geography Materials: World maps for each student, colored pencils, chalkboard, white paper and worksheet (6th grade) 3. Prior Knowledge for Students 2nd: Students will be able to identify the different continents of the world. 6th: Students will know what an immigrant is and where his/her family came from. Key Vocabulary 2nd: hardship, newcomer 6th: famine, poverty, revolution, economics 5. Procedures/Activities 2nd: Students will discuss what an immigrant is, why they would immigrate, and what the immigrant might encounter when they arrive in America. Students will mark on world map the countries where the majority of immigrants came from. 6th: Students will mark where their family came from, and when if possible, on a map of the world. Reasons for different groups of immigrants will be discussed and students will complete a chart, then students will draw pictures of reasons and post on that particular country. 6. Evaluation/Assessment 2nd and 6th Students will write a journal entry, pretending they are an immigrant, about their feelings and experiences regarding leaving their home country. 6th: Students will begin world maps in the computer lab. B. Lesson Two: The Big Picture 1. Objective/Goal: 2nd and 6th: Students will learn why people immigrated to the United States and what it was like for them. 2. Materials Several copies of Coming to America -The Story of Immigration Worksheets 3. Procedures/Activities 2nd and 6th: Students will be introduced to "their family" for the reenactment of a day at Ellis Island. Within these groups, sixth graders will read Coming to America - The Story of Immigration by Betsy Maestro to second graders. The students will then complete a worksheet. 4. Evaluation/Assessment Complete worksheet
C. Lesson Three: Land of Opportunity 1. Objective/Goal: 2nd: Students will be able to identify what life was like for immigrants on the trip over. 6th: Students will know the chronology of different waves of immigration. 2. Materials 2nd: Watch the Stars Come Out, worksheets, journals 6th: Immigrant Kids, desk-sized world maps, colored markers, large world map 3. Procedures/Activities 2nd: Teacher will read Watch the Stars Come Out. Class will discuss story. 6th: Read "Coming Over" chapter from Immigrant Kids. Discuss waves of immigration while students complete color-coded map of different waves while teacher draws waves on big map. 4. Evaluation/Assessment 2nd: Students will complete a worksheet about story and write a journal entry about their feelings when traveling to America. 6th: Students will add waves and settlements to computer maps. Students will list the idealistic ideas of immigrants.
D. Lesson Four: Statue of Liberty 1. Objective/Goal: 2nd and 6th: Students will learn the history of the statue, and it's significance to immigrants 2. Materials 2nd: Worksheets from Teaching Social Studies Through Literature, paper plates, scissors, tagboard 6th: Worksheets, copies of "New Colossus," computer lab resources (encyclopedias, internet, other CDs) 3. Prior Knowledge for Students 2nd: Students will be able to identify the Statue of Liberty and locate France on a map. 4. Procedures/Activities 2nd: Students will learn about the history of the statue, why France gave it to the United States, who sculpted it, and complete a math activity. Students will make a Statue of Liberty crown using a paper plate and tagboard. 6th: Complete worksheet on Statue of Liberty using resources in the computer lab. Students will also memorize "The New Colossus" and recite to second grade. 5. Evaluation/Assessment 2nd: Complete worksheets with a partner, practice using a calculator 6th: Complete worksheet and memorization
E. Lesson Five: Ellis Island 1. Objective/Goal: Students will learn about Ellis Island through literature and hands-on activities 2. Materials 2nd: Copy of Ellis Island: New Hope in a New Land, journals, colored pencils 6th: Copy of If Your Name was Changed at Ellis Island, journals, various art supplies, including fabric, and wallpaper samples. 3. Prior Knowledge for Students 2nd: Students will know about Ellis Island and where it is located 4. Key Vocabulary 2nd: newcomers, interpreter, defect, disease 5. Procedures/Activities 2nd: Teacher will read and share photos from Ellis Island: New Hope in a New Land. Students will discuss story. 6th: Teacher will read selections from If Your Name was Changed at Ellis Island. Students will discuss story. 6. Evaluation/Assessment 2nd: Students will write in their journals about their experience while on Ellis Island. Students will also draw a picture of their family in their journal. 6th: Students will write in their journals about their experience while on Ellis Island. Students will also decorate the covers of their "Immigration Books" drawing a background and then decorating a doll using fabric and wallpaper samples.
F. Lesson Six: Citizenship: Rights and Responsibilities Objective/Goal: 2nd: To identify a citizen, what makes a good citizen. Students will learn what rights and responsibilities citizens have. The students will also learn the meaning of the phrase "e pluribus unum". 6th: Students will know what a citizen is and will recognize rights duties and responsibilities of citizens. Students will understand how to be involved in the political process and know reasons why they should be. Materials 2nd: Chart paper, markers, worksheets 6th: Outline 3. Key Vocabulary 2nd: citizenship, natural, qualities 6th: citizen, naturalized, alien, representative, jury of peers, witnesses, common good, candidate 4. Procedures/Activities 2nd: Teacher will discuss how a person becomes a US citizen. In small groups students will list qualities of a good citizen. The class will then hang charts, have a discussion and complete worksheets. Students will do some problem solving on citizenship questions. 6th: During lecture and class discussion, students will complete an outline on who is a citizen, and what their rights, duties and responsibilities are. We will also have a guest speaker who will go into further details about a citizen's responsibilities, giving examples from her political involvement. She will outline how a bill becomes a law, discussing in particular, a bill that has meaning to the students. We will then go to the state capitol building to sit in on general sessions, have a tour, and speak with representatives. Students will then take a naturalization test. 5. Evaluation/Assessment 2nd: The completed charts will serve as an evaluation. 6th: The completed outline will serve as an evaluation.
VI. CULMINATING ACTIVITY At the end of our unit we set up a mock Ellis Island for the students to pass through in our gymnasium. The students were divided according to their "families." When they entered the gym, each person was given a tag with a number on it. When their number was called they began the process. There were several different stations for the students to experience; each was supervised by an adult. The first station was a basic interview. We had several foreign language-speaking parents ask the student questions in different languages. Another person would write their answer on the student's tag. The students then proceeded to the rest of the stations that included a health check, following directions, identification cards, and a vision screening. At each station, the supervising adult was authorized to mark on the student's tag if the student had difficulties completing the activity or seemed confused. After all stations were completed, a committee checked each student and decided if they could immigrate based on the student's abilities to complete the different stations. Some students easily immigrated, while others were sent before a review board or sent back. After the activity we discussed their feelings during their immigration process. VII. HANDOUTS/STUDENT WORKSHEETS Major Immigration Movements to the United States
Who When Number Why Irish
Germans
Danes, Norwegians
and Swedes
Poles
Jews from Eastern
Europe
Austrians, Czechs,
Hungarians, and
Slovaks
Italians
Mexicans
Cubans
Dominicans,
Haitians, and
Jamaicans
Vietnamese
"The New Colossus"
Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest -tost to me. I lift my lamp beside the golden door!" Emma Lazarus Jewish immigrant from Russia The Statue of Liberty
Name three men that designed parts of the Statue of Liberty? _________________________________________________________________________ Where is the Statue of Liberty? _______________________________________________ What is the overall height of the statue (foundation to torch)? _______________________ What is the height of the figure (feet to torch)? ____________________________________ What is the weight of the copper skin? __________________________________________ What is the weight of the steel frame? ___________________________________________ How many steps are there in the statue? _________________________________________ Who paid for the statue? _____________________________________________________ How much did the statue cost? ________________________________________________ Who paid for the pedestal? ___________________________________________________ How much did the pedestal cost? ______________________________________________ When was the statue presented to the United States? _______________________________ When was the statue dedicated? _______________________________________________ How much does it cost to tour the Statue of Liberty today? __________________________ Citizenship: What Does It Mean? Citizens of the US A. You were born in the __________________or its____________________. B. At least one of your _____________was a Unites States __________ when you were born. C. You have been ______________________, which means you have gone through the process of becoming a _______________. D. You were under age ___________ when your parents were ______________________. Rights of Citizens The right to ________ and to hold ____________ office The right to __________ what you think in __________ and in ______________ The right to ________________ your own __________________ The right to have a fair _________________ The right to be protected by your ______________ when you are working or traveling in other ____________________ The right to ___________________ in your home and your personal life Duties of Citizens Obeying the __________ Defending the __________________ Serving on a _________ or as a __________________ in court Paying ______________ Attending ____________________ Responsibilities of Citizens Contribute to the ____________________ ___________________ Holding ___________________ office Helping with election __________________________ ____________________ government Serving the ______________________ |
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