Change We Can Make Unit

Immigration- Lesson 4 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. Social Studies: 3.6: The student will read and construct maps, tables, graphs, and/or charts.

CE (Civics/Economics) 1: The student will develop the social studies skills responsible citizenship requires, including the ability to a) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
Fine Arts: 3.14 The student will identify common attributes of works of art created by artists within a culture.

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: Immigrant data table, pencil, blank map, colored pencils, highlighter, computers with internet access. Teacher will need: Blank map, colored pencils, immigrant data table, highlighter, docucam.

Procedures for Learning Activities Introduction Class will review the discussion of the important Americans that were discussed in lesson 3. Students will share out what resonated with them about these Americans struggles to promote change in their environment. Teacher will answer some of the student generated questions from Lesson 1. (Whole class, 5 minutes) o ASK: What about yesterdays discussion got you thinking about changes we can make to our community? What were some examples of important Americans that you enjoyed learning about?

Created by B. Terrell George Mason University

Instructional strategies Teacher will pass out the immigration data pages to the children. Teacher will model on the docucam on how to highlight the important data in the table as well as how to compare the various data points to one another. (Whole class, 10 minutes) Students will break into 5 groups and analyze each continents data on the immigration data table. Each group will be assigned a continent to study. The students will analyze their continents data points to find the time period with the highest number of immigrants coming to the United States. The student will mark down their thinking on the graphic organizer. After that, the students will compare the immigration numbers for the rest of the continents during the same time period as the period marked on their organizer. (group work, 35 minutes) o Students should focus on immigration spikes within one continent to find the highest people wanted to leave this area at that particular time for America. Students will also research what world events might affect immigration to the U.S during that time. Students can use the timeline on the walls that we created, www.datesandevents.org or http://kidspast.com, or http://www.bbc.co.uk/history/forkids/ Students should also describe a contribution that these areas has contributed to the US culture. (Music, food, tradition, etc. -can show pictures, video of music or dancing, etc)

Summary- Groups will teach the rest of the class the one item that their global section contributed to the American culture. (Whole group, 5 minutes) Students will add new information to the timeline that was previously constructed. (Whole class, 5 minutes) Extension Link: English SOL: 3.9: The student will write for a variety of purposes. a) d) Identify the intended audience. Write a paragraph on the same topic.

f) Include details that elaborate the main idea. In writing block the students will write a diary entry from the perspective of an immigrant from the global section that they researched. They need to describe who they are, their family, where they are from, why they are leaving for the US also what they are taking with them and what they will have to leave behind. Math SOL: 3.17: The student will a) collect and organize data, using observations, measurements, surveys, or experiments; b)construct a line plot, a picture graph, or a bar graph to represent the data; and c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. In the math block, students will take the data from the immigration chart and use it to graph a bar graph comparing the data that they highlighted earlier in the day. They should have a bar for every one of the continents within the same time period. Class will discuss the difference between viewing data in the chart and the same data in a bar graph. Teacher will ask if they prefer to view the data quickly from the data chart or the bargraph.

Created by B. Terrell George Mason University

Assessment Groups will be assessed on the participation of group members. Also, students will be assessed on the individual completion of the graphic organizer, bar graph project and diary entry.

Differentiation and Accommodations Differentiation How does the lesson provide access to multiple types of learners? Visual- the graphs and mapping activity. Kinesthetic- teaching of the culture portion to the rest of the class. Technology advanced students will appreciate the website work.

Accommodations Students with hearing issues will be able to move to a place where they can hear better. Students needing to move can take a clipboard and laptop and move to a place where they can stand, or pace, sit on an exercise ball, etc.

Created by B. Terrell George Mason University