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Change We Can Make Unit

Immigration- Lesson 1 60 minute lesson Essential Question/s How do great Americans look beyond the current reality and work toward change? What are some great accomplishments that Americans have made to affect great changes? How has the world around us changed how we see our own current reality? How has Americas diversity helped shape our current reality and where do we go from here? NCSS THEME Time, Continuity, Change Culture VA Standards of learning Social Studies: 3.12: The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions.
Fine Arts: 3.11: The student will identify how works of art and craft reflect times, places, and cultures.

English: 3.7 a) b)

The student will demonstrate comprehension of information from a variety of print and electronic resources. Use encyclopedias and other reference books, including online reference materials. Use table of contents, indices, and charts.

Objectives Students will be able to analyze the diverse origins of the American culture. Students will be able to compare different time periods and world events to see how that would affect immigration patterns to the US. Materials for Learning Activities
Students will need: Computer with internet access, website: http://teacher.scholastic.com/activities/immigration/webcast.htm (time line section), graphic organizer, pencil. Teacher will need: Printouts of artwork from each timeline section and time period dates in large print, blank paper to post by each timeline section for questions, tape.

Procedures for Learning Activities

Introduction Students will take the pre-assessment quiz on the Weebly website www.changewemake.weebly.com and discuss what immigration means to them. (Individual, 2 minutes/ discussion- whole class, 8 minutes)

Plans created by B. Terrell George Mason University

ASK: What does the word immigration mean to you? What are some words or emotions that come up for you when you hear people talking about immigration?

Instructional strategies Teacher will pair up students and assign them one of the specific timeline points found on the Scholastic website. Students will log onto the website http://teacher.scholastic.com/activities/immigration/webcast.htm and pull up the timeline section from the home page. Students will work in 12 groups of 2 to fill out the graphic organizer on their assigned in the timeline segment on the important immigration events. o Students will first play close attention to the artwork presented on the website to list observations on how the people lived and then read the accompanying text to find supporting information. Students should include any major world events/ US events that might have affected the immigration patterns that they discover. (pair work, 25 minutes)

Students will hang their graphic organizer under the timeline pictures on the wall. Have the students do a gallery walk. Students will write down any questions that they might have when viewing the gallery on the blank paper posted by each timeline. (individual work, 15 minutes) o Teacher will discuss sections of timeline as themes and encourage children to discuss with other students while doing gallery walk the similarities and differences of each theme.

Summary- Each pair will present what they have found to the class and name one thing that they learned from the artwork/photos about the way society lived/ social norms. (Whole class, 10 minutes)

Graphic organizer, looking for an entry for each section. Answers will vary and all reasonable observations will be accepted. Anecdotal notes will be taken on students not participating or being disruptive during lesson.

Differentiation and Accommodations

Differentiation How does the lesson provide access to multiple types of learners? Visual- artwork, kinestheticmoving around the different spots on the timeline. Technology advanced students will appreciate the website work.

Accommodations Students with hearing problems will be able to sit where they can hear the best as well as having headphones available if needed. Students who need to stand while working will be able to take the laptops to a place where they feel comfortable.

Technology Integration
Computers/ Interactive website: http://teacher.scholastic.com/activities/immigration/webcast.htm

Plans created by B. Terrell George Mason University