Immigration and Development of the United States

Immigration and Development of the United States

Author(s): Dustin Oakley


Grade Level: 11
Timeframe:
3 Class Periods
90 Min Periods

Lesson Description or Explanation

Students will understand the variations and different waves of immigration that affected the development of the United States. Critical thinking skills will integrated in this lesson plan. Students will analyze immigration data, discern patterns in data and communicate finding to others. They will identify factors that caused immigration to come to the United States. Students will use strategies to locate and acquire information identify, create, and use files in various formats. Students will demonstrate the ability to access, operate, and manipulate information determine and employ methods to evaluate electronic information the appropriate use of the Internet and search techniques plan. Students will create and edit documents, create and edit spreadsheets, create charts and graphs, and create documents using desktop publishing techniques demonstrate the appropriate use of graphic tools integrate two or more productivity tools. The Internet will assist the students in researching immigration patterns.

Indiana Curricular Standards

USH.3.7 -Explain the impact of immigration, industrialization and urbanization in promoting economic growth.


USH.4.3 -Explain how America reacted to a changing society by examining issues associated with the Red Scare, Prohibition, the Scopes Trial, the changing role of women and African-Americans, the Ku Klux Klan, the Palmer Raids, the National Origins Act, and restrictions on immigration.

USH.7.4 -Identify the problems confronting women, immigrants and Native American Indians during this period of economic and social change and describe the solutions to these problems.


ISTE Standards

Digital-Age Learning Culture. Educational Administrators create, promote, and sustain a dynamic, digital-age earning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators:
a. ensure instructional innovation focused on continuous improvement of digital-age learning
b. model and promote the frequent and effective use of technology for learning
c. provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners
d. ensure effective practice in the study of technology and its infusion across the curriculum
e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration

Assessments Formative/Summative

Formative-there will be collaboration between the students and I before the presentations, so that the whole class is headed in the right direction. This will also allow the class to reach their goals and have success in the classroom.

Summative: There will be a test at the end of this unit. There will be multiple-choice and true/false questions. There will be short answer questions, and there will also be a couple of essay questions. The students will be able to choose one of the essay questions to answer.

Prior Knowledge

Curricular Knowledge or Skills: One of the greatest challenges in developing a unit that covers a particular period in history is getting students to appreciate the details of life,vocabulary, clothing, foods, and smells. These were things that had to be introduced. Students should also have previous knowledge on how to read tables and graphs.

Technology Knowledge: Students already had a strong command of research skills, formatting, and graphics and paint applications, and word processing. They also worked with spreadsheets.

Technology


Internet Resources: http://www.libertystatepark.com/toc.htm, http://www.prb.org/pubs/bulletin/bu54-2.htm#Intro, http://www.prb.org/pubs/bulletin/bu54-2.htm#Intro, http://www.libertystatepark.com/immigran.htm, http://www.multnomah.lib.or.us/lib/homework/amhsthc.html#immigration, http://www.bergen.org/AAST/Projects/Immigration/

Hardware/Software:
• Copies of data about immigration to the U.S. from different countries during different periods of time.
(Facsimiles of old Immigration data- fake.)
• General Information about Immigration – Handouts and Readings.
• Graph paper
• Large pieces of newsprint
• Markers
• Computer with access to the Internet
• Photo Delux, HyperStudio®, Microsoft™ Excel®, PowerPoint® and Claris Programs
• Assorted History Books that include a Chapter on Immigration in the United States.

Procedure

Day 1- If needed students should begin to review History textbooks focusing on the chapter(s), that discusses Immigration to the United States. Distribute copies of the information about immigration into the U.S. during different periods of history. Students should then use the Internet by referring to the URLs to research and gather information to construct ideas and collect information regarding patterns of immigration to the United States. Invite the class to look at the information and to think about questions that the students suggested by the data. Student (For example, did the same percentage of immigrants come from different countries throughout the period, or did the balance change? Did the same number of immigrants arrive each year, or were there trends? Teacher should formulate some questions (5) however let students also construct questions. Students should view and gather as many immigration data charts as possible. They should organize their ideas and information by entering a database (Excel® or ClarisWorks) or have them write them in a journal. The ideas and information gathered will be discussed. Do no evaluation of the ideas at this point, only collect them.

Day 2-After the class has generated 10-15 substantive ideas, go back over them and ask the students to determine whether they may actually be tested by the data at hand. This may require some thinking. (including some disagreement) and some discussion of how to actually go about examining them. Ask student to select one question on which to focus and to work with 2-3 other students to study it. (Alternatively, you could ask the students to form work groups, which would then select a question to investigate.) While the groups are working on their questions, circulate around the room providing advice and assistance as needed. Offer graph paper for the groups to us, and then distribute a piece of large newsprint for each group to use to summarize its information. Encourage them to present their information in such a manner that others can understand it by looking at the sheet, using, for example, a bar graph a pie chart or some other visual form of representation.

Day 3- Ask each group to briefly present its findings to the entire class. Invite the rest of the class to make a note of questions that generated in their minds related to that presentation. This can be done with the HyperStudio®, Photo Delux or PowerPoint® Presentation Programs. At the conclusion of each presentation, ask other class members to make comments, ask questions of the presenting group, or to relate the findings of one group to those of another. When all the groups have completed their presentations, conduct a discussion in which you ask students to compare the findings of the different groups. No doubt, some of the questions investigated will be quite similar, and since they were all derived from the same set of data, they should at least be consistent. However, there may be some interesting observations to be made, and if possible these should come from the students.
Differentiated Instruction

ESL

Students will have the opportunity to work with a website that will translate material into a familiar language. They can also work with a native English student to complete this assignment.

Challenge/Extend

Students will be asked to compare the data from other groups that presented by inserting the new information with their presentation information.

Special Needs

I will be flexible in the classroom to meet every student’s IEP. I might have a co-teacher or special needs aide to help out in the classroom. I will also have different programs on some computers to help students that have difficulty with their hearing, visualization, etc.