|
|
|
March 12-14, 1998
People Helping People Grade Level: Fourth grade I. ABSTRACT Everyone can help in the crusade to improve our world, even fourth graders. This unit consists of three mini-units that can be taught at different times throughout the school year. Through literature, writing, art, and hands-on activities, students will learn about several famous American reformers, their causes, and how those causes are still alive today. The students will also participate in community service projects relating to these social issues. From this unit students will gain knowledge of specific reformers and gain confidence in their own abilities to improve society. II. OVERVIEW A. Concept objectives
B. Specific content from the Core Knowledge Sequence 1. American Civilization - Reformers a. Abolitionists (1) William Lloyd Garrison: The Liberator (2) Frederick Douglass b. Dorothea Dix and the treatment of the insane c. Horace Mann and public schools d. Women's rights (1) Seneca Falls convention (2) Pioneers in the struggle for women's rights (a) Elizabeth Cady Stanton (b) Lucretia Mott (c) Amelia Bloomer (d) Margaret Fuller (e) Sojourner Truth 2. Science Biographies - Elizabeth Blackwell 3. Speeches a. Sojourner Truth "Ain't I a Woman" 4. Language Arts a. writing a report b. practice of oral language, including speeches C. Skills
III. BACKGROUND KNOWLEDGE A. For teachers: 1. Johnston, Norma. Remember the Ladies: The First Women's Rights Convention. New York: Scholastic, Inc. 1995. ISBN 0-590-47086-8 2. Katz, William Loren. A History of Multicultural America: The Westward Movement and Abolitionism. Austin, Texas: Steck-Vaughn Co. 1993. ISBN 0-8114-6276-5 3. Pulliam, John D. History of Education in America. New York: Macmillan Publishing Company. 1991. ISBN 0-675-21222-7 B. For students: 1. Grade 1- American Civilization: Slavery 2. Grade 2 - American Civilization: American Government; The Civil War; Civil Rights. 3. Grade 3 - American Civilization: Slavery in the Colonies.
IV. RESOURCES 1. Blumberg, Rhoda. Bloomers. New York: Bradbury Press, 1993. ISBN 0-02-711684-0 2. Green, Richard L. A Gift of Heritage, Historic Black Abolitionists Skill Sheets. Volume V. Chicago: Empak Enterprises, Inc. 1991. ISBN 0-922162-69-7 (Volume V) 3. Ferris, Jeri. Walking the Road to Freedom. Carolrhoda Books, Inc. Minneapolis, Minnesota. 1988. ISBN 0-87614-505-5 4. Hirsch, Jr., E.D. What Your 4th Grader Needs to Know. New York: Doubleday, 1992. ISBN 0-385-41118-9 5. Keenan, Sheila. Frederick Douglass, Portrait of a Freedom Fighter. New York: Scholastic, Inc. 1995. ISBN 0-590-48356-0 6. Nordquist, Marty. The 19th Century and Abolition. Cleveland, Ohio: Modern Curriculum Press. 1994. ISBN 0-8136-4968-4 (student edition) 0-8136-4970-6 (teacher companion) 7. Stille, Darlene R. Extraordinary Women of Medicine. New York: Children's Press. 1997. ISBN 0-516-26145-2
V. LESSONS The lessons in this unit may be taught altogether as one larger unit or divided into three mini-units. Lessons one through six focus on the abolitionist reform. Lessons seven through twelve focus on the women's rights reform, and lessons thirteen through seventeen focus on the mental health and school reform movements. A. Lesson One: What in the World is a Reformer? 1. Objective/Goal: a. Students will gain an understanding of the historical context of the abolitionist reformers and their objectives. b. Students will define: "reformers" and "abolitionist." 2. Materials a. copy of What Your 4th Grader Needs to Know b. dictionaries c. supplies to make student personal dictionaries d. journals for students 3. Prior Knowledge for Students a. Grade 3 - American Civilization: Slavery in the Colonies 4. Key Vocabulary a. reformers b. abolitionist 5. Procedures/Activities a. Ask students what they think the people known as reformers did; what does the word reform mean; list ideas on the board; look up definition in dictionary. b. Read "The Spirit of Reform" from What Your 4th Graders Needs to Know, page 202; discuss with the students- do they know of any famous reformers or modern day people who do reform work? c. Create personal dictionary: look up and record definitions for key vocabulary words; words will be added one each lesson. 6. Evaluation/Assessment a. Review students dictionaries b. Journal Entry - What do reformers do? What do you think could be some modern day problems people might want to reform or change for the better? B. Lesson Two: History of Slavery 1. Objective/Goal: a. Students will review brief history of slavery in the United States. b. Students will determine main idea of written material. c. Students will create a reformer profile on Sojourner Truth. d. Students will define: "Quakers," "enslaved," and "sojourner." 2. Materials a. "The Fight Against Slavery" skill sheet 1 from Historic Black Abolitionist. b. Reformer profile sheet, see Appendix A. c. trade book about Sojourner Truth for example, Walking the Road to Freedom by Jeri Ferris. d. student dictionaries 3. Prior Knowledge for Students a. Grade 2 American Civilization (1) The Civil War (2) Controversy over slavery (3) Harriet Tubman and the Underground Railroad b. Grade 3- American Civilization (1) Pennsylvania, Society of Friends: "Quakers" (2) Slavery in the colonies 4. Key Vocabulary a. Quakers b. enslaved c. sojourner 5. Procedures/Activities a. Introduce new vocabulary; students record in their dictionaries. b. Read directions for the skill sheet with students; students complete on their own. c. As a class, review the answers and discuss history of slavery as needed. d. Introduce Sojourner Truth and begin reading aloud a book about her life. e. Explain reformer profile activity; as a class, write a profile of Sojourner Truth. 6. Evaluation/Assessment
C. Lesson Three: Abolitionist Movement and People 1. Objective/Goal: a. Students will sequence major events of the Abolitionist movement. b. Students will list important figures in the movement. c. Students will begin reformer profile on another abolitionist of their choice. d. Students will define: " discriminate," "politics," and "bondage." 2. Materials a. copies of The 19th Century and Abolition and teacher companion b. timeline handout, see appendix B. c. reformer profile sheets d. trade books on abolitionists, encyclopedias and other reference books e. student dictionaries f. student journals 3. Prior Knowledge for Students a. Grade 3 American Civilization (1) Georgia: Oglethorpe attempts to prohibit slavery, but colonists refuse 4. Key Vocabulary a. discriminate b. politics c. bondage 5. Procedures/Activities a. Introduce new vocabulary; students record in their dictionaries. b. Ask a student to read aloud the reformer profile on Sojourner Truth. c. Review what is a timeline; What does it tell us? What information belongs on a timeline? d. Divide class into small groups to read Chapter three from The 19th Century and Abolition; students list items to add to a time line. 6. Evaluation/Assessment a. Create a classroom time line using the lists of events students generated while reading. b. Ask the students to identify the major figures in the movement from their reading. c. Journal Entry: see options in student copy of The 19th Century and Abolition. d. Follow-up activity: Students will pick another abolitionist and begin a reformer profile on that person. D. Lesson Four: Frederick Douglass 1. Objective/Goal: a. Students will identify cause and effect relationships between ideas and events. b. Students will choose and memorize a part of an abolitionist speech, see Appendix C. c. Students will continue to develop a reformer profile on an abolitionist of their choice. d. Students will define "crusade" and "campaign." 2. Materials a. copy of book on Frederick Douglas, for example Frederick Douglass, Portrait of a Freedom Fighter, Shelia Keenan. b. copies of "Activity Master 1" from The 19th Century and Abolition teachers companion c. reformer profile sheets d. speech passages and rubric, see Appendix C. e. trade books on abolitionist, encyclopedias and other reference books 3. Prior Knowledge for Students a. Grade 2 American Civilization (1) Civil Rights: Equality regardless of color 4. Key Vocabulary a. crusade b. campaign 5. Procedures/Activities a. Introduce new vocabulary; students record in their dictionaries. b. Activate prior knowledge about Frederick Douglass from class timeline in previous lesson. c. Read book about Frederick Douglass aloud to students. d. Ask students to suggest additions to the class timeline. e. Students work in small groups on cause and effect worksheet. f. Students complete reformer profile on abolitionist of their choice. 6. Evaluation/Assessment
E. Lesson Five: Guest Speaker 1. Objective/Goal: a. Students will listen politely to a guest in the classroom. b. Students will write a thank you note to the guest speaker. c. Students will identify activities they can assist in the help of other people today. d. Students will define "diversity" and "civil rights." 2. Materials a. paper for thank you notes 3. Prior Knowledge for Students a. (Depends on the guest speaker and specific topics to be discussed.) 4. Key Vocabulary a. diversity b. civil rights 5. Procedures/Activities a. Present guest speaker, see Appendix D. b. Listen to the speaker's presentation. c. Ask questions; teacher asks "What can people do to help the cause today?" d. record new vocabulary in dictionary. e. Write thank you notes to the guest speaker. 6. Evaluation/Assessment a. Review student thank you notes. b. Journal Entry: After listening to our guest speaker, what do you think you can do to help this cause?
F. Lesson Six: What Can We Do Project? 1. Objective/Goal: a. The students will generate a list of possible community service projects. b. The students will develop a plan to implement projects. 2. Materials a. student journals b. project planning sheets, see Appendix E.
3. Prior Knowledge for Students a. Gra Read and discuss important symbols in the novels the students are reading. b. Writing 1. Write about why the Statue of Liberty is the world's most recognized immigrant. c. Art 1. Research nationalities, cultural, and ethnic groups that have had an impact on the development of America. Complete an ethnic quilt. Include the following information: name, nationality, place and year of birth , arrival in America, contributions, the impact had, how immigrants helped people, and information about death. d. Math 1. Use exact or scaled measurements to construct the Statue of Liberty; it's excellent
way to introduce or continue work on proportions. Resource - American History Math
G. Lesson Seven: Immigrants in the Cities 1. Objective/Goal a. Students will explore the cities where immigrants settled. 2. Materials a. American Quilt, Scholastic b. Still a Nation of Immigrants c. U.S. Map 3. Vocabulary a. Creole, descendants 4. Procedures/Activities a. Read from the American Quilt, "Patches in the Quilt." b. Read from Still a Nation of Immigrants, "New Book for Cities." c. Located the cities named on a large U.S. map. d. On index cards, list information that shows how immigrants have influenced the cities. Tape the cards on the wall map. e. Discuss why certain groups of immigrants settled in a particular city. 5. Assessment a. The location of the cities on the class map b. Facts on how immigrants have influenced the cities 6. Extensions a. Reading 1) Discuss why the Nygugen family, in Hello My Name Is Scrambled Eggs, settled in Pitsfield, Illinois. Through what major city did they enter the United States? 2) Find out where the families in their individual immigrant novels settled in the United States. b. Geography 1) Add the cities from the novels to the map if not listed. Add facts on an index card.
H. Lesson Eight: New York City 1. Objective/Goal a. Students will identify the five boroughs of New York City and locate landmarks that they might want to visit. 2. Materials a. Large outline maps of New York's boroughs. b. American Quilt, Scholastic c. Kidding Around in New York City by Sarah Lovett 3. Vocabulary a. mosaic, tenement house, settlement house, croissants, boroughs 4. Procedures/Activities a. Read "New York Mosaic" in American Quilt, pages 11-13, and discuss the nickname of New York City (The Big Apple). b. List facts from the reading that make New York "Ap-peeling." c. Explain that New York is made up of 5 boroughs. Identify them using the map. d. Use the outline map and other books, add sights you would like to see on a visit to New York. 5. Assessment a. The map and discussion 6. Extensions a. Research 1. Find out more information about the Henry Street Settlement and the Lower East Side Tenement Museum.
I. Lesson Nine: Is America a Melting Pot of Cultures? 1. Objectives/Goals a. Students will understand how the terms "melting pot" and "tossed salad" relate to the different groups of people in America. 2. Materials a. Still A Nation of Immigrants, by Brent Ashabranner (p. 115-120) b. a coin for each student c. hot plate, double boiler, bowls, different kinds of chocolate (white, light, dark) and ingredients for a tossed salad (lettuce, tomatoes, cheese, croutons, mushrooms and olives) 3. Vocabulary a. Melting pot b. E Pluribus Unum (out of many, one) c. Tossed salad 4. Procedure/Activities a. Introduce the following quotes: "America is not like a blanket-one piece of unbroken cloth, the same color, the same texture, the same size. America is more like a quilt - many pieces, many colors, many sizes, all woven together by a common thread." -Jesse Jackson "We become not a melting pot but a beautiful mosaic: Different people, different beliefs, different yearning, different hopes, different dreams." -President Jimmy Carter b. Discuss the quotes, and relate them to the United States and immigration. c. Have each student find the phrase E Pluribus Unum on the coin. d. Discuss the meaning and how it might relate to the people of the United States. e. Read pages 115-120 in Still A Nation of Immigrants. f. Discuss the term "melting pot" and its reference to cultures in the U.S. g. Discuss the term "tossed salad" and its reference to cultures in the U.S. h. Ask students the question: "Is the U.S. a "melting pot" or a "tossed salad of cultures?". Discuss; have students write in their content journals. i. Have students melt the different chocolates and prepare the tossed salad using the ingredients. Have them record their observations in their content journals. j. Observe both final products and explain which term "melting pot" or "tossed salad" best explains the USA. k. Write a final conclusion paragraph stating observations and opinions. 5. Assessment a. Discussions, written observations and final paragraphs. 6. Extensions a. Reading 1. Hello, My Name Is Scrambled Eggs - Discuss Harvey's plan to help Tuan to blend into the American culture. b. Writing 1. Write about how the characters in their individual novels are blending into the American culture and at the same time keeping their own identifies. 2. Write poetry on: America, A Nation of Immigrants.
J. Lesson Ten: Discrimination of Immigrants 1. Objectives/Goals a. Students will learn why immigrants were feared in the U.S. b. Students will research different bans and quotas on immigration in the U.S. 2. Materials a. If Your Name Was Changed at Ellis Island by Ellen Levine (p. 68-71) b. Baseball Saved Us by Ken Mochizuki c. Coming to America by Betsy Maestro (p. 10) d. Multicultural America, Exploration to the War of 1812 by William Katz (p. 58-59) e. Encyclopedias 3. Vocabulary a. nativism, prejudice, exclusion, discrimination, xenophobia 4. Procedure/Activities a. Discuss the vocabulary and how each word relates to immigrants. b. Read the above listed books and specified pages. c. List groups laws, bans or quotas on the board from the reading. d. Fully discuss the impact discrimination had on America. e. Divide students into groups of three to research the Bans, Quotas and Laws on Immigration: Immigration Law of 1875, Chinese Exclusion Act of 1882, Gentleman's Agreement of 1907, Refugee Relief Act of 1953, Refugee Act of 1980, Immigration and Reform Act of 1986, Immigration Act of 1990, and Immigration Act of 1994. f. Discuss and debate the laws. 5. Assessment a. Oral discussion, group work and debates 6. Extensions a. Reading 1. Discuss the discrimination faced by Tuan and his Vietnamese family in Hello, My Name Is Scrambled Eggs. 2. List the discrimination that the characters faced in their individual novels. b. Writing 1. Write a letter to the characters in novel of students choice to explain how the character might deal with discrimination. c. Math 1. Create a timeline to show the development of the immigration laws. K. Lesson Eleven: Immigrant Kids at Home in a New York Tenement 1. Objective/Goals a. Students will explore what life was like for immigrant kids at home in a tenement house. 2. Materials a. Immigrant Kids by Russell Freedman b. Content journals 3. Vocabulary a. pushcarts, water closets, fishmonger 4. Procedures/Activities a. Ask students what they think life was like for immigrant kids. List responses. b. Divide students into groups of four to read Immigrant Kids, pages 15-26. Discuss. c. Respond in written form to the following: 1) Where did the immigrants live, and in what types of dwellings? 2) Write a description of the dwellings. 3) What are some uses of the kitchen sink and the fire escape? 4) How was food kept? 5) How were gangs established? 5. Assessment a. Oral discussion and written responses in content journals. 6. Extensions a. Reading 1. Hello, My Name Is Scrambled Eggs - Find evidence of what life was like for Tuan in his homeland, Vietnam. b. Writing 1. Write new captions for the pictures on pages 15-26. Duplicate the pictures and use for a bulletin board.
L. Lesson Twelve: Immigrant Kids at Play 1. Objectives/Goals a. Students will compare and contrast what immigrants kids did at play and what kids do today. 2. Materials a. Immigrant Kids by Russell Greedman. b. Chart - Appendix H 3. Vocabulary a. trolley, potsy, hurdy-gurdy, organ grinder, vendor, sanitation 4. Procedures/Activities a. Ask students how they have fun in the 1990's. Have them fill the chalkboard with things that they do. b. Read pages 54-69 in Immigrant Kids. c. Have students figure out the vocabulary words using context and pictures. d. Have students work in groups to complete chart - Appendix H. 5. Assessment a. Oral discussion and completed charts. 6. Extensions a. Reading 1. Hello, My Name Is Scrambled Eggs - Find out about the rules and regulations for shooting marbles. Bring in marbles to have a contest shooting marbles, the way Taun did in the book. 2. In their choice novels, have students list what the immigrant characters did for fun. b. Gym 1. Using the book, Hopscotch Around the World by Mary Lankford, have students learn and play immigrant versions of hopscotch. 2. Learn to play individual board games from around the world.
M. Lesson Thirteen: Immigrant Kids At School 1. Objectives/Goals a. Students will explore the problems immigrant children had in school. b. Students will compare and contrast schools then and now. 2. Materials a. Immigrant Kids by Russell Freedman b. Content Journals 3. Vocabulary a. penmanship, hygiene, trade schools, caning, janitorial work, stenography, embroidery 4. Procedures/Activities a. Ask students if they think immigrant kids had the same opportunities they have now. Discuss. b. Web on the board some problems immigrant kids might have had. c. Read Immigrant Kids, pages 28-38. Have students define the vocabulary from the reading. Act vocabulary out if they can. e. Have students complete a Venn diagram in their content journals, comparing and contrasting the schooling of immigrant kids to contemporary schools. f. Have students be responsible for a fitness exercise to begin the class as immigrant kids did. Use different exercises that have been learned in gym. 5. Assessment a. Oral discussion, drama, completed Venn diagrams and presented exercises. 6. Extensions a. Reading 1. Hello, My Name Is Scrambled Eggs - Have students write math problems the way Tuan wrote them in Vietnam. Discuss the pros and cons of that way. 2. In their immigrant choice novels, have students find evidence of a difficulty a character encountered with not being able to understand English. b. Gym 1. Find and learn different exercises to develop various parts of the body. c. Drama 1. Role play the activities in an early immigrant classroom: separation of boys and girls, spelling bee, American history and geography
questions given orally.
N. Lesson Fourteen: Immigrant Kids At Work 1. Objective/Goals a. The students will learn about the kinds of jobs early immigrant children performed and whether they were safe.
2. Materials a. Immigrant Kids by Russell Freedman b. The Great Migration by William Katz c. Content journals 3. Vocabulary a. Sweatshop, peddling, bootblack 4. Activities/Procedures a. Ask students if any of them have jobs now. Discuss and list them on the board. b. Place a check beside the ones that are safe. c. Read pages 40-53 of Immigrant Kids and page 43 of "Multicultural America" in The Great Migration. d. Discuss the vocabulary. e. In their content journals have students to make two columns, label one for Safe Jobs and one for Unsafe Jobs. f. Place all of the jobs listed in the reading in the correct columns. g. Discuss the unsafe jobs, and what could have been done to make them safe. h. Have students create a poster for an employee that outlines the steps for being safe in the workplace for a particular job. 5. Assessment a. Discussion, lists, responses in content journals, and finished posters. 6. Extensions a. Reading 1. Read aloud - Hello, My Name Is Scrambled Eggs. Harvey worked in his father's drugstore. Create a work schedule for Harvey to show that he is not being overworked, and that he is working in safe surroundings. 2. In their choice immigrant novels, have students find evidence of immigrants working in America. Have them explain in writing the jobs the characters performed. Were they safe or unsafe jobs? b. Economics 1. Create a business to make money on the weekends. c. Culminating activity 1. Have a bootblack come into the class and teach the students the art
of shining shoes.
O. Lesson Fifteen: American Citizenship 1. Objectives/Goals a. Students will be able to list the procedures for becoming an American citizen. b. Students will study and pass the citizenship test on American history given to immigrants. 2. Materials a. Citizen Made Simple by Barbra Kimmel and Alan Lubiner. b. Immigration, Then and Now by Karen Baicker c. Citizenship Test (Citizenship Made Simple) d. Oath of Allegiance 3. Vocabulary a. oath, renounce, abjure, allegiance, fidelity, potentate, sovereignty, noncombatant, obligation, reservation, evasion, affixed 4. Procedures/Activities a. Read page 67 of Immigration Then and Now.
b. Discuss the requirements for citizenship. Which do they think would be the hardest requirement to accomplish? Discuss. c. Have students work in groups to supply a synonym for the underlined words in the Oath of Allegiance. d. Each group will share their version, and together, choose the best words for a final draft to make the meaning of the oath more clear. 5. Assessment a. Oral discussion, rewritten oath with synonyms 6. Extensions a. Citizenship test 1. Students will take the 100 question citizenship test that immigrants have to take. b. Interactive Wall - Citizenship Made Simple (questions can be found here) 1. Write all of the citizenship questions on index cards and attach to a bulletin board or wall. In pairs, students will study the answers. c. Speaker 1. Contact a recent participant in a citizenship ceremony and have him/her speak to the class.
VI. Culminating Activities 1. Play - "First Stop, Ellis Island" from Immigration Then and Now by Karen Baicker. 2. Have a "Culture Night" at your school. Students may invite family and friends to present and share activities they have worked on from their immigrant country. 3. Have a "Swearing-in-Ceremony" after students have completed work on the entire immigration unit. 4. Plan a class trip to New York City. Be sure to visit Ellis Island, The Statue of Liberty, the Lower East Side Tenement Museum and Titanic Memorial Lighthouse. 5. Read the page on Angle Island from Talking Walls, The Story Continues by Margy B.
Knight. Have students reflect on the inner thoughts of a character in their individual
immigrant novels. Create a series of walls using cardboard and brick wallpaper. Students can
write a message similar to the ones left at Angel Island for one of the characters in their novels.
The wall can be entitled: Immigrant Wall, Our Inner Thoughts.
Appendix A
New sixth graders and new immigrants are similar in many ways. Discuss and work in your group to list as many ways as you can.
Appendix B Theme Novels Avi. Beyond the Western Sea. Orchard Books, 1996. () Beatty, Patricia. Lupita Manana. William Morrow, 1981. (Mexican) Bernstein, J.E. Dimitry, A Young Soviet Immigrant. Clarion, 1981. (Jewish/Russian) Blaine, Marge. Dvora's Journey. Holt, Reinhart and Winston, 1979. (Russian) Bresnick-Perry, R. Leaving for America. Children's Press, 1992. () Brunting, Eve. SOS Titanic. Harcourt Brace, 1996. (Irish) Chaikin, M. Finders Weepers. Harper, 1980. (Jewish) Crew, L. Children of the River. Delacorte, 1989. (Cambodian) Dawson, Mildred Lianweber. Over Her It's Different: Carolina's Story. MacMillan Publishing Company, 1993. (Dominican Republic) Dorris, M. Morning Girl. Hyperion, 1992. (Caribbean) Fox, Paula. Slave Dancer. Bradbury, 1973. (African American) Garland, S. The Lotus Seed. HBJ, 1993. (Vietnamese) Gilson, Jamie. Hello, My Name is Scrambled Eggs. Pocket Books, 1985. (Vietnamese) Goyal, S. Vatsana's Lucky New Year. Lerner, 1992. (Laotian) Guy, R. The Friends. Delacorte, 1989. (West Indian) Hamilton, Virginia. Anthony Burns: The Defeat and Triumph of a Fugitive Slave. Knopfs, 1988. (African American) Hammer, Ross Lillian. Sara, Also Known as Hannah. Albert Whitman and Company, 1994. (Ukrainian) Harvey, B. Immigrant Girl, Becky of Eldridge Street. Holiday, 1987. () Hesse, Karen. Letters from Rifka. Henry Holt and Company, 1992. (Russian) Hewett, Joan. Hector Lives in the United States Now. Harper Junior, 1990. (Mexican) Hill, Kirkpatrick. Toughboy and Sister. McElderry, 1990. (Native American) HypoLite, Joanne. Seth and Samona. Delacrote Press, 1995. (Haitian) Kidd, Diana. Onion Tears. Orchard Books, 1989. (Chinese) Kraus, J.H. Tall Boy's Journey. Carolrhoda, 1992. (Korean) Lester, Julius. To Be a Slave. Dial, 1968. (African American) Levity, Sonia. Journey to America. MacMillan Publishing, 1970. (German) Lord, Bette Boa. In the Year of the Boar and Jackie Robinson. Harper and Row Publishers, 1984. (Chinese) Lutzeier, E. The Coldest Winter. Holiday House, 1991. (Irish) Lyons, Mary. Letters from a Slave Girl; The Story of Harriet Jacobs. Scribers, 1992. (African American) Matas, Carol. Daniel's Story. Scholastic, Inc., 1993. (Jewish) Muyerson, Evelyn Wilde. The Cat Who Escaped from Steerage. Schriber, 1990. (African American) Nixon, Joan Lowery. Land of Dreams. Delacorte Press, 1994. (Swedish) Nixon, Joan Lowery. Land of Hope. Bantam, 1992. (Irish/Swedish/Russian ) Nixon, Joan Lowery. Land of Promise. Buntom Books, 1992. (Irish) Oberman, Shelddon. The Always Prayer Shaw. Boyds Mill Press, 1994. (Jewish) O'Connor, K. Dan Thuy's New Life in America. Lerner, 1992. (Vietnamese) Pinkwater, Jill. Tails of the Bronx. MacMillian Publishing, 1991. (Various Cultures) Say, A. Grandfather's Journey. Houghton Mifflin, 1993. (Chinese) Sharpe, Susan. Spirit Quest. Scholastic Inc., 1991. (Native American) Skurzynski, Gloria. Good-bye, Billy Radish. Bradbury Press, 1992. (Ukrainian) Taylor, Theodore. The Cay. Avon, 1987. (Caribbean) Uchida, Yoshiko. Journey to Topaz. Charles Scribner's Sons, 1971. (Japanese) Waters, Kate. Sarah Morton, A Day in the Life of a Pilgrim Girl. Scholastic, 1991. (English) Winter, J. Klara's New World. Knopf, 1992. (Swedish) Yep, Laurence. Child of the Owl. Harper and Row, 1877. (Chinese) Yep, Laurence. Dragon's Cafe. Harper Collins Publisher, 1993. (Chinese) Yep, Laurence. Dragonwings. Harper and Row Publishers, 1975. (Chinese) Yolen, Jane. The Devil's Arithmetic. Puffin Books, 1990. (Jewish)
Titanic Books Ballard, Robert. The Discovery of the Titanic. Warner Madison Press, 1987. Ballard, Robert. Exploring the Titanic. Scholastic/Madison Press Books, 1988. Blos, Joan W. The Heroine of the Titanic. New York: Morrow Junior Books, 1991. Dudman, John. The Sinking of the Titanic. Bookwright Press, 1988. Eaton, John P. and Charles A. Haas. Titanic Destination Disaster. Borton and Company, 1987. Gormley, Beatrice Gormley. Back to the Titanic. Scholastic Inc., 1994. Kent, Deborah. Titanic. Children's Press, 1993. Rawlinson, Jonathan. Discovering the Titanic. Rourke Enterprises, Inc., 1987. Sloan, Frank. Titanic. Library of Congress, 1987. Spedden, Daisy Corning Stone. Polar, The Titanic Bear. Madison Press Books, 1994. Williams, Barbra. Titanic Crossing. Dial Books, 1995. Yolen, June. Encounter. San Diego: Harcourt Brace Company, 1992.
Picture Books Beirne, Barbra. A Belfast Girl Visits the United States. Minneapolis: Carolrhoda Books, Inc., 1993. Cohen, Barbra. Molly's Pilgrim. New York: Lothrop, Lee and Shepard, 1983. *Herold, Maggie Rugg. A Very Important Day. New York: Morrow Junior Books, 1995. Knight, Margy Burns. Talking Walls: The Stories Continue. Gardinier: Tilbury House Publishers, 1996. *Knight, Margy Burns. Who Belongs Here? An American Story. Gardiner: Tilbury House Publishers, 1996. (Cambodian) Langford, Mary D. Hopscotch Around the World. New York: Morrow Junior Books, 1992. ISBN 0-688-08419-2 Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic Inc., 1996. *Mochizuki, Ken. Baseball Saved Us. New York: Lee and Low Books Inc., 1993. Rosen, Michel. The Greatest Table. San Diego: Harcourt Brace and Company, 1994.
Appendix C
New immigrants entering a country had to provide information about themselves. Complete the
following biopoem to give information about yourself as a "new" immigrant entering the sixth grade.
Line 1: First Name Line 2: 3 adjectives to describe yourself Line 3: (Brother or sister of.... or friend of...) Line 4: Who feels... (3 different feelings you've had) Line 5: Who needs... (3 different needs) Line 6: Who fears... (3 different fears) Line 7: Who gives... (3 different things) Line 8: Who would like to see... (3 different things) Line 9: Resident of... (Where you live) Line 10: Last Name
Appendix D
Add factual information about the four categories of immigrants.
Appendix E
Appendix F
Appendix G
Immigrant Diseases
Chancroid HIV (AIDS) Trachoma Hodgkin's Disease Glaucoma Tuberculosis Small Pox Measles Leprosy Ringworm Polio Hernia Cholera Typhus Pneumonia Epilepsy Anemia Angina Rickets
Have students include the following information: Definition, symptoms, treatment, prevention,
additional information.
Appendix H
Immigrant Kids
Appendix I
Yearlong Immigration Activities
The following are projects and activities that students worked on after the 3-4 week study of
immigration. Each student chose a different country where immigrants came from. Friday's were
chosen to continue the theme. All projects can be displayed on Culture Night, during May, the final
culminating activity for America: A Nation of Immigrants.
|
Home | About Core Knowledge | Schools | Bookstore | Lesson Plans | Conference
Contact us © 1997 Core Knowledge Foundation.