Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
5-E Lesson Plan Template Lesson Title: _Coming to America_ Lesson Length: 3 to 4 weeks
Coming to America Immigration Trunk by Linda Osborne Unit Outline
I.
Engage the Learner A. Why did so many people come to America? 1. KWL Chart 2. Pretest 3. Test Yourself B. What sacrifices were involved in this immigration? C. Are the above the true of immigration today?
II.
Explore A. Research 1. Why did they come? 2. Where did they come from? B. Push/Pull Chart C. Simulation of coming to Ellis Island D. Create a diary of an immigrant coming to America
III.
Explain A. Essay on research on Coming to America B. Interview an immigrant living in America today C. Compare immigration in the 19th Century and the 20th Century
IV.
Elaboration A. Research family roots B. Create Family Tree C. Oral presentation of findings
Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
V.
Evaluation A. Essay B. Oral Presentation Rubric C. Student Portfolio
VI.
Supplemental Activities A. Literature Extensions 1. Guided Reading 2. Readers Theater 3. Writing Connections
Course: United States History/
B. Social Studies 1. Simulation of Voyage to America through Ellis Island 2. Map of immigration patterns C. Technology trace of family roots D. Math/ Science 1. Immigration statistics interpretation 2. Measure the Statue of Liberty 3. Quilting Patterns and History The Teaching Process The process of Americanization involved many chapters in American history that bear great Lesson Overview influence on who we are today. Students need an appreciation of their heritage, ancestry, and Student awareness of current cultural practices as they link to the past. Students’ exploration through their own family roots and origins will establish a genuine understanding of the cultural practices of their current environment. Not only will the students gain an appreciation of immigration patterns of their own ancestry but, will acquire a knowledge of the development of our nation as respective groups came to America to carry out their roles. Immigration patterns, migratory trends, and location of settlements in the USA as their stories unfold offer a wealth of curricular activities for classroom applications. The study of past and present immigration statistics along with the many sacrifices of becoming a citizen unfold into a meaningful and enriched unit with personal connections for each student. Exploration of personal and national history provides a connection that will prove to be a meaningful experience with a cultural proof of their own heritage contribution to our life today.
Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
TEKS Statements Knowledge and skills. (1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to: (A) explain when, where, and why groups of people colonized and settled in the United States; 23) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States; (B) describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States; and (C) summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity. (D) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in the United States, past and present (B) United States, past and present, such as the use of human resources to meet basic needs; and (C) Analyze the consequences of human modification of the environment in the United States, past and present.
List of Materials
Bibliography of Resources; Artifacts and Posters: Posters. Immigrants Who Came to America. New York: Jackdaw Publications, 2001 The Immigrant Experience: Coming to America World Map Artifacts. The Ellis Island Collection: Artifacts from the Immigrant Experience. San Francisco: Chronicle Books, 2004 Immigrants Come to America: 1870 – 1930.Study guide and artifacts. New York: Jackdaw Publications, 2001
Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
Books: Baicker, Karen. Primary Sources: Immigration. New York: Scholastic Professional Books, 2003 Beller, Susan Provast. Roots for Kids. New York. Geneological Publishing. 1989 Bierman, Carol. Journey to Ellis Island. New York: Madison Press Ltd., 1998 Blohm, Judith. Kids Like Me. . New York. Intercultural Press. 2006 Bode, Jenet. The Colors of Freedom. New York. New York London Hong Kong. 1999 Bode, Janet. New Kids in Town. New York. Scholastic.Inc. 1997 Bourgeois, Paulette. Oma’s Quilt. New York. Kids Can Press. 2001 Carmack, Sharon DeBartolo. Guide to Finding Your Ellis Island Ancestors. Cincinnati, Ohio: Family Tree Books, 2005 Chorzempa, Rosemary. My Family Tree Workbook. New York. Dover Pulications. 1992 Coscabille, Jane Tenorio. The Tortilla Quilt. New York. Clarkson . ¼ Inch Designs. 1996 Cosson, M> J>.Having It All: Coming to America Series from China, Ireland, Mexico, & Germany. New York. Perfection Learning. 1999 Glasthal, Jacqueline. American History Math. New York: Scholastic Professional Books, 1996 Gurasich, Mary. Letters to Oma. Texas Christian. University Press. 1987 Freedman, Russell. Immigrant Kids. New York: Puffin Books, 1980 Hoobler, Thomas. We Are Americans. New York. Scholastic Non-Fiction. 2003 Kelly, Deirdre. Ten Quick and Fun Internet Field Trips. USA: Scholastic, 2001 Keracofe, Roderick. The American Quilt. New York. Clarkson PORTER Publishing. 1993 Levine, Ellen. If Your Name Was Changed at Ellis Island, New York, Scholastic Inc, 1963 Lightman, Marjorie and McLaughlin, Virginia Vans. Ellis Island and the Peopling of America: An Official Guide. New York: Ellis Island Foundation ,2006
Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
Lasky, Kathryn. My America, Home at Last. New York: Scholastic, 2003 Lawlor, Veronica. I Was Dreaming to Come to America. New York: Puffin Books, 1995 Maestro, Betsy. Coming to America, New York: Scholastic, 1996 McLaughlin, Virginia Yans. Ellis Island & the Peopling of America.: Official Guide. New York. Ellis Island Publications. 1990 Moreno, Barry. Children of Ellis Island. New York: Arcadia Publications, 2005 Owens, Thomas S. Immigrants and Neighbors. New York. Perfection Learning. 2000 Polacco, Patricia. The Keeping Quilt. New York. Aladin Books. May . 2001 Pushker, Gloria Teles. Toby Belfer Visits Ellis Island. New York: Pelican Publishing Co., 2003 Rebman, Renee. Life on Ellis Island. San Diego: Laurent Books, 2000 Schraff, Anne. Wait Until Spring. USA: Perfection Learning, 2000 Schraff, Anne. Wait Until Spring: Skills Book. USA: Perfection Learning, 2000 Sherman, Augustus. Augustus F. Sherman Ellis Island Portraits 1905 – 1920.Aperture Foundation Inc., 2005 Von Gwenner, Schnauppe. The History of the Patchwork Quilt. New York. Schiffer Publishing. 1987 Warner, Sunny. The Moon Quilt.. Boston. Houghton Mifflin Co.. 2001 Watkins, Susan Cotts ,After Ellis Island, USA :Russell Cage Foundation, 1994 Wolfman, Ira. Climbing Your Family Tree.. New York. Workman Publishing. 2002 Woodruff, Elvira. Memory Coat. New York: Scholastic Press, 1999 Woodruff, Elvira. The Orphan of Ellis Island. New York: Scholastic Inc, 2000 Videoes Ellis Island. DVD. USA: A&E Television Network, 1997 Remembering Ellis Island Everyman’s Monument: DVD. USA: Cinescope Enterprises, 2001. Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
Phase One: Engage the Learner: What does the term “immigration” mean to you? Why did our ancestors leave their homeland to come to America? 1. Assign US Immigration KWL Chart to complete from Primary Sources: Ellis Island page 44. 2. Assign Pretest on Immigration from Ellis Island and Beyond pages xi and xii. 2. Discuss students’ assumptions and prior knowledge before beginning the actual research. 3. Have student complete a self study about themselves by answering the fifteen questions from Test Yourself found in Ellis Island and Beyond, pages 69-71.. This test will promote an awareness of what the student knows about himself and will stimulate interest in doing further research about their family background.
Facilitative Questions Why did so many people come to America? What sacrifices were involved in this immigration? Are the above answers true of immigration today?
Phase Two: Explore the Content: 1. Why did they come? a. Have students use chart and sets of books on Coming to American Parts I and II to explore the reasons why immigrants of the past and present came to America and record discoveries on the WHY DID THEY COME chart. b. Have students label their findings on the given map with the establishment of a map key and legend for each migratory group and the year of migration. c. Produce a graphic representation of the data gathered on the above two activities. Have each student label a world map with migration patterns from each major country studied and put data found on a graph. d. Present the findings of the above research to the class orally as a formal oral presentation. Assess the report via the attached rubric for oral presentations. e. Produce a class Push/Pull chart. Label countries that were forced to immigrate as Push countries and ones that were drawn here by the American Dream as Pull countries. f. Conduct a class simulation of the Ellis Island Experience beginning with the planning stages from the country of origin to the entry process at Ellis Island. .The complete simulation lesson is attached along with ships log, luggage tags, passports, medical cards, and a list of the questions they had to answer at the USA Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
port found in Ellis Island and Beyond, Unit 8 : “ Island of Hope, Island of tears: The Ellis Island Experience- A Simulation” Facilitative Questions: When did the immigration patterns prove to be the most prevalent? What countries sent the greatest number of immigrants to the USA?
Phase Three: Explain 1. Students take all knowledge of migration data to prepare a written story of They Came to America. 2. Each student will conduct an interview of a person who migrated to America. a. First the teacher and student will discuss Tips for a Good Interview on page 13 from Ellis Island and Beyond. b. Second the student will fill out the My Interview Sheet found on pages14,15 and 17 of Ellis Island and Beyond by asking the written questions and filling in responses. 3. Finally the student will write a one page essay introducing the person they interviewed. These will be shared orally with the class. The attached rubric will be used to evaluate the oral and written interview. Facilitative Questions
What motivated people to leave their homeland and come to America? How did America of the 19th and early 20th century compare with today?
Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
Phase Four: Elaboration 1. Using the same interview techniques and questions ask students to trace their own ancestral roots and ultimately find out from which country the first immigrant relatives came. 2. Once family roots are established, have student do an in depth study of the country, culture, and race involved in their own family. 3. Students then have opportunity to develop a formal written and oral presentation for the class. It will include a map of the country of origin, flag, family tree if possible and report of traditions, history, cultural influences and of their said mother country. Holiday traditions, a personal speaker, actual artifacts or any media contributions are encouraged. 4. If family history data is not available, the origin of a student’s sir name can be traced with the internet and research can be conducted based on these findings.
Facilitative Questions What cultural influences did your ancestors have on your life today? What was the most interesting finding discovered in your research? How was life different when your ancestors came from your life today?
Phase Five: Evaluation 1. As an overall assessment of the entire unit, the student will write an essay explaining the term immigration yesterday and today. 2.
Some kind of graphic is to be created by the student to represent the data in reference in the essay.
3. Rubric for assessing the oral projects in each phase of the 5E model. 4.
Portfolio of Immigration Unit Students will turn in a portfolio of all research findings, maps, and any graphic resources utilized, in a creatively designed folder depicting their country. Creative writing: Journal of the travels of an immigrant based on the novel selected for individual reading and on factual evidence learned through research. Students are to create a formal bibliography of all resources used in their research studies on immigration. Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
Pretest will be to answer in essay format the 3 facilitative questions listed above.
Supplemental Resources and Integrated Lessons: Reading: 1. Guided Reading Activities: a. Using small sets of books, read and assign according to reading levels. b. Have students make a poster depicting the reasons the immigrants came to America in an advertisement format. c. Design a book jacket displaying main parts of the book assigned including beginning, middle, and end. d. Use technology to create a newspaper written about migration into American in the late 1890’s and early 1900’s. e. Have students summarize the book they read by creating a 4 frame movie (story board format) f. Create a reading Menu, a list of 4 to 5 activities related to a given book. The student chooses 3 of the five activities to complete and share with the group orally. g. Have each group read a book about immigrants from a given country. As a class, list the reasons each group came and create a compare and contrast as a class. Have students choose one other country reported to compare and contrast in paragraph form with the country of origin from their own reading selection. h. Create a melting pot of ideas, customs and cultural practices that came to America from other countries. Using a small black kettle or pot, have student write the idea on a slip of paper and drop it into the pot for a later class discussion. Make a class display of customs, and practices that are still carried out today in America. i. Assign a story map and illustration to display the main ideas of the assigned book.
Social Studies: 1.Simulate the voyage over to the USA including packing your bag, conditions on the ship and the experience of arriving at the United States. Have some students be poor working class, some middle class, and some wealthy class. Have each group create a 3-part diary before , during, and after the voyage.. Do a class chart to compare and contrast the 3 groups. Technology Integration: 1. Create a Power Point presentation about your family roots and origins. Use class resources such as Roots for Kids, Climbing Your Family Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
Teacher: Linda Osborne Immigration
Grade Level: 5
Course: United States History/
Tree, My Family Tree Workbook, and Guide to Finding Your Ellis Island Ancestors to locate websites, templates of graphic organizers, and instructions for searching your family ancestry. 2. Using a publishing program, create a computer generated newspaper about your country of origin that would be a recruiting tool to entice people to leave and move to America. Try to include details about the different costs and type of travel conditions available. 3. Using a graphic organizer, create a family tree to discuss with the class. 4. Using word, create a story about holiday customs from the country of origin. Emphasize the customs that are still practiced in the United States today. 5. Using a sound video camera, have each student act out a scene from a given holiday celebration from their country of origin. Put each scene together in a power point presentation titled “ Holidays Around the World”. Math/Science: 1. Assign each student or group a worksheet on immigration statistics. Have the students create a graph displaying the stats on the given worksheet. 2. Answer questions about given immigration statistics and analyze results. 3. Quilting a. Create a quilt square using a pattern of three colors, 3 geometric shapes, that has two lines of symmetry. b. Create a quilt square with symmetry that represents you and your interests. c. Research the history of quilts from your country of ancestry and recreate a square that is representative of that country.
Gateways to the Past: An American History Collaborative Funded by a USDE Teaching American History Grant
