Title

Jewish, Chinese,
& Mexican
mmigration
CurricuIum Area and Grade
Social Studies
High school Grade 11
ntegrated Thematic
Unit on mmigration
Date
Day: 2
Week: 1
CA Content Standard(s) Addressed
CASS 10.3.4 Trace the evolution of work and
labor, including the demise of the slave trade
and the effects of immigration, mining and
manufacturing, division of labor, and the union
movement.
CASS 11.2 Students analyze the relationship
among the rise of industrialization, large-scale
rural-to-urban migration, and massive
immigration from Southern and Eastern
Europe.
CCSS ELA-Literacy.RH.11-12.2: Determine
the central ideas or information of a primary
or secondary source; provide an accurate
summary that makes clear the relationships
among the key details and ideas.
CA ELD Standards Addressed
ELD standard B. 6. Reading/viewing closely:
(Expanding) b) Express inferences and
conclusions drawn based on close reading of
grade appropriate texts and viewing of
multimedia using a variety of verbs.
Big Ideas/Enduring Understandings
The choice between assimilation and
discrimination.
Evolving opinion of what constitutes an
American.
Government aid to immigrants
EssentiaI Questions
What would make people migrate
from one country to another?
Why would Americans feel the need to
discriminate against immigrants?
How does the government try to
support immigrants
Objectives or Learning GoaIs
Students will be able to look at and analyze
the government poster aimed at Jewish
immigrants and write down notes which
include a column for both facts, and a column
for analyzing those facts.
(addresses: CACS 10.3.4 & CCSS
ELA-Literacy.RH.11-12.1)
Assessments
Students will be able to participate with their
groups in analyzing the government poster
aimed at Jewish immigrants and write notes
analyzing them. (Formative, nformal)
Students will be able to participate with their
groups in analyzing the political cartoons
depicting Chinese immigration and write
notes analyzing them. (Formative, nformal)
Students will be able to look at and analyze
the many political cartoons depicting Chinese
immigration and write down notes which
include a column for both facts, and a column
for analyzing those facts.
(addresses: CACS 10.3.4 & CCSS
ELA-Literacy.RH.11-12.1)
Students will be able to read and analyze the
primary source documents concerning the
Bracero program; and write down notes
which include a column for both facts, and a
column for analyzing those facts.
(addresses: CACS 11.2 & CCSS
ELA-Literacy.RH.11-12.1 & ELD standard B.
6.)
Students will be able to participate with their
groups in analyzing the interviews of three
men who participated in the bracero program
and write notes analyzing them. (Formative,
nformal)
Predictions of IikeIy difficuIties: Students who still have difficulty with analyzing primary
source document may need help during the research portion part of the class.
InstructionaI
Strategies:
Student Activities: RationaI
Anticipatory Set
Intro
The Teacher will
begin by informing
the students that in
todays lesson they
will be looking at the
history of Jewish,
Chinese, and
Mexican immigration
into the US. The
teacher will remind
the students that they
are using the same
three column
approach of note
taking that they used
in the previous
lesson. Before the
teacher moves on
they will ask the
students if they have
any questions. (total
time 5 mins.)
Students will listen to
their teacher as they
inform them of the
days plans. Student
may ask any
questions concerning
what they will be
required to do during
the days activity.
Explaining what will
be cover in todays
class prepares the
students for what is
expected today.
Asking students if
they have any
questions is a form of
checkings for
understanding.
Instruction Part 1:Jewish
Immigration
After the teacher has
has answered any of
the students
questions they will
deliver the power
point lecture on the
history of Jewish
mmigration. (Total
time 10 mins.)
Part 2: Chinese
Immigration
After the students
have gone through
and analyzed the
government poster
aimed at Jewish
immigrants, the
teacher will deliver
the power point
lecture on the history
of Chinese
immigration. (Total
time 15 mins.)
Part 3: Mexican
Immigration
After the students
have gone through
and analyzed all the
political cartoons
about Chinese
immigration, the
teacher will deliver
the power point
lecture on the history
of Mexican
immigration. (Total
time 15 mins.)
Students will actively
listen and take notes
on all three lectures
concerning Jewish,
Chinese, and
Mexican immigration
into the US.
Delivering all three
lectures on Jewish,
Chinese, and
Mexican immigration
into the US gives the
students the
necessary
background
information that is
needed to analyse
the primary sources
during independent
practice.
Guided Practice
Through
Part 1: Jewish
Immigration
After the teacher has
given the lecture on
the history of Jewish
immigration to build
context, they will post
Students will receive
both packets
containing the
political cartoons and
the interviews .
Students will listen to
the teacher as they
Students are passed
out the packets
during this part of the
lesson. The teacher
models how to
analyze the primary
sources so that the
up the government
poster aimed at
Jewish immigrants
on the overhead for
all the students to
view. The teacher
will guide the class
through the process
of analyzing the
poster. After the
teacher has modeled
the analysis of the
government poster
aimed at Jewish
immigrants they will
move back to step 2
in the instruction
section and deliver
the lecture on
Chinese immigration.
(total time 5 mins.)
Part 2: Chinese
Immigration
After the teacher has
given the lecture on
the history of Chinese
immigration to build
context, they will
pass out the packet
containing the
political cartoons to
each table group.
Before the teacher
lets the students
analyze the cartoons
on their own they will
guide them through
the process of
analyzing one. The
teacher will select
one of the cartoons to
randomly analyze
before the class.
After the teacher has
modeled the
analyzing process for
the students they will
model how to analyze
both packets. f any
students have
questions concerning
what they are to do
they may ask them.
students will know
what to do during the
independent practice.
inform them to begin
analyzing on their
own (total time 5
mins.)
Part 3: Mexican
immigration
After the teacher has
given the lecture on
the history of Mexican
immigration to build
context, they will
pass out the packet
containing the
interviews of men
who were a part of
the Bracero program
to each table group.
Before the teacher
lets the students
analyze the
interviews on their
own they will guide
them through the
process of analyzing
one. The teacher will
select one at random
to analyze before the
class. After the
teacher has modeled
the analyzing
process for the
students they will
inform them to begin
analyzing the the
other two interviews
(total time 10 mins.)
Independent
Practice
Through
Part 2: Chinese
Immigration
While the students
analyze the
remaining political
cartoons from their
packets the teacher
will make round
across the room
assisting where
Students will take
notes of their analysis
using the system that
they have used in
previous analyses of
primary sources.
The system includes
three columns. n the
first column the
students will write
This part of the
lesson is intended for
the students to use
critical thinking and
come up with
conclusions about
immigration on their
own.
needed. After 20
minutes the teacher
will inform the
students to stop and
return their focus for
the next part of the
lesson. (Total time 20
mins.)
Part 3: Mexican
Immigration
While the students
analyze the
remaining two
interviews from their
packets the teacher
will make round
across the room
assisting where
needed. After 20
minutes the teacher
will inform the
students to stop and
return their focus for
the end of the lesson.
(Total time 20 mins.)
down the source they
are analyzing. n the
next column the
students will write
down any facts that
they can see from the
source. n the final
column that students
will write their
analysis of the facts.
CIosure
Beyond
Once the teacher has
the students attention
they will ask them
what they have
learned about in
todays lesson
specifically from the
political cartoons and
the Bracero
interviews.
(5 min total)
Students will inform
the teacher of their
major findings during
todays research
times.
Having the students
explain their findings
is both an informal
check for
understanding and a
way to review what
was learned.
Transfer
Beyond
After the students
have explained some
of their important
findings the teacher
will inform them
about the next days
lesson plan. The
teacher will explain
that they will be doing
Students will actively
listen to their teacher
as they explain that
the next class will be
focused immigration
into the US since the
1960's.
This part of the
lesson is intended to
prepare the students
for the next days
lesson.
essentially the same
thing just looking at
immigration into the
US since the 1960's.
(Total time 5 mins.)
Information About EngIish Language
Learners
Student 1:
readiness- CELTD 3
Learning profiIe- Student definitely has the
most difficult time out of all the students of the
class when it comes to reading and
continually writes his small writing
assignments poorly.
Interests- Like being outdoors and enjoys
social studies.
Student 2-(LEP) Limited English Proficient.
Readiness- Standards for this student
should be at the emerging-bridging levels to
help him practice and refine his skills so that
he can reach full reclassification.
Learning profiIe- Daniel struggles with
grammar, spelling, and writing in a formal
style. He is shy at speaking in class but his
speaking and listening skills are proficient.
Interests- Surfing.
Information About SpeciaI Needs
Students
Student 3-(Autism)
Readiness- Great listening skills, hard
worker, not afraid to ask questions.
Learning profiIe- Visual aids like graphic
organizers for writing tasks are helpful.
Breaking longer tasks into smaller parts is
helpful. Needs extra time and alternate site for
testing.
Interests- Video games and drawing.
Student 4-(Learning disibility)
Readiness- Good listener is polite. Needs
some reminders to stay on task. Gets work
done but sometimes needs assistance with
clarifying directions. He won't often ask for
help so need to check with him frequently for
understanding.
Learning profiIe- Delays in visual
processing and memory. Concentration
issues. Special grouping is helpful. Needs
extended time on tests and quizzes and
access to alternate testing site.
Interests- Soccer.
Differentiation for EngIish Learners:
Content: The lesson is Chunked in order to
allow greater understanding of the content
from the lesson.
Process: Students will be working in
cooperative learning groups based on their
readiness levels, personalities, work ethics,
and individual needs.
Differentiation for SpeciaI Needs
Students
Content: The lesson is Chunked in order to
allow greater understanding of the content
from the lesson.
Process: Students will be working in
cooperative learning groups based on their
readiness levels, personalities, work ethics,
and individual needs.
Resources
pencil, power points on Jewish, Chinese &
Mexican immigration, packets with cartoons &
interviews
RefIection