Understanding by Design Exchange

Overview and Background: Unit: Immigration to the U.S.

Stephanie Thalmann : Cheney USD 268

Social Studies. : Social Studies. : Social Studies.

Cheney : Grades 4 - 4 : Aug. - Jun.

Title:	Immigration to the U.S.
Topics:	Immigration
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Students will understand the hardships immigrants faced when moving to a new country.

Print Materials Needed:

Resources:

Resource Attachments:
Internet Resource Links: Link 1:http://www.historychannel.com/ellisisland Link 2:http://cmp1.ucr.edu/exhibitions/immigration_id.html Link 3:http://www.esc20.net/etprojects/formats/scrapbook/spring2000/baldoni/default.html#intro Link 4:http://library.thinkquest.org/26786/en/tours/selected.php3

Stage 1: Identify Desired Results

State:	KS
Title:	Social Studies
Standard(s):	United State World History Benchmark 2: Understand the importance of the experiences of groups of people who have contributed to the richness of heritage. Civic/Government Benchmark 2: Understand the shared ideals and the diversity of American society and political culture.

Understandings:
user	Change and hope for a better life affected the growth and richness of our country's heritage. The sacrifices of immigrants helps us understand the hardships immigrants faced. Some people left their home countries by choice for principles and/or political differences. Others were forced to leave if they hoped to survive. Immigration patterns helped change the United States into what it is today.

Essential Questions:
User	1. Why do people move to another place? 2. What kind of the hardships did immigrants endure coming to America. 3. Is the United States like a "melting pot" or a "tossed salad"?

Knowledge and Skills:

K
Immigrants:
Left behind what they knew
Went to unfamiliar places
Had pioneering spirits
Dreams for better futures
Came from different cultures and learned to adapt
Endured hardships

S
Use a graphic organizer to record and analyze data
List and explain reasons people immigrated to the United States
Explain the similarities and unique qualities of cultures in the U.S.
Trace history of a family' artifacts, photographs, interview, documents
Compare his/her life w/ aspects of different cultures & different eras (i.e. family life, structure, rules)

Stage 2: Determine Acceptable Evidence

Assessment Summary:
The students will write a diary recording their impressions of life before they leave their home country, after their arrival in the United States, and monthly thereafter.

Task/Prompt: Monthly Diary
Type: Performance Task
Topics: Immigration
Summary: The students will write a diary recording their impressions of life before they leave their home country, after their arrival in the United States, and monthly thereafter.
Print Materials Needed:
Resources:
Resource Attachments:
Internet Resource Links: Link 1: http:// Link 2: http:// Link 3: http:// Link 4: http:// Link 5: http://

Notes:

Student Directions:
You are immigrating to America. Write a diary entry from the port city from which you are leaving. How do you feel about leaving your country and why are you leaving?

You have arrived at Ellis Island. What are you feelings about this?

A month later you have arrived and settled in an area of the United States. Write in your diary your feelings. What did you leave behind. What did you gain by coming to America. What is your life like as an immigrant?

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
KWL chart (immigrants)
Introduce essential questions and big understandings with key vocabulary

H
Read A Very Important Day (T5-1)

E
Read :Immigration/Social Studies selection
Read the books:
The Memory Coat by Elvira Woodruff
How Many Days to America? By Eve Bunting
Home is Where Your Family Is by Katie Kavanagh
A Place of New Beginnings (IR book from Harcourt Brace)
Today I Am An American (Harcourt Brace Take-Home book)

Video: Reading Rainbow: *Watch the Stars Come Out

Guest speaker/interview of people who were on Ellis Island

Citizenship Test

Guided Reading Books:
If Your Name was Changed at Ellis Island, Statue of Liberty (Intervention Reader)
Math: Create class graph showing ancestry group---mean, median, mode, range, maximum, and minimum.
Discuss Essential Question #3 after math and map.

Simulation 1: Mark off a small area on the floor (about 4'X 6') with masking tape. Have children wear several layers of clothing such as coats and sweaters. Let them carry a few small objects such as a book or doll. Begin by putting a comfortable number of children into the area. Have them sit down. Tell them they may not move out of the marked off area. How does it feel? Now gradually start adding children to the area, telling them to sit down. Remind everyone they must stay within the marked lines. Ask a few children to try to take off a coat or a sweater. Have another try to turn around. As the area gets more crowded, observe what happens. When the children begin to get very restless or spill over the lines, it is time to end the simulation. Spend a few minutes asking the children how it felt to be crowded into such a small space with so many people. Would they want to spend several days on a boat doing that? Copyright:1993 Teacher Created materials #234

Thematic Unit--Immigration Simulation 2: Have a parent volunteer hand out tags with numbers to be taped to the immigrants' clothing. Have another be the medical examiner. He or she will look in the immigrants' eyes, ears, and mouths. The medical examiner may choose about one out of every five immigrants to see the specialist. The person acting as the medical specialist will determine whether the person should be sent back or allowed to remain. The immigrants who pass the medical examination will then be sent to the government inspector. This person choose to ask each immigrant some of the following questions: What is your name?
How old are you?
Are you married?
What is your occupation?
Can you read or write?
Where are you from?
Where are you going in the United States?
How will you get there?
Did you pay for your passage? If not, who did? How much money do you have with you?
Do you have any relatives in the United States? Names and addresses of relatives?
Have you ever been to the United States before?
When and where?
Have you ever been in prison?
How is your health?
Any immigrant who seems unsure of an answer will be sent to a special inquiry person, who will continue to ask similar questions. At the end of the questioning, he/she/ will vote to determine whether the person will be allowed to remain in the U.S. Follow the simulation with a discussion. (Ellis Island Reenactment) 1993 Teacher Created Materials #234 Thematic Unit--Immigration

R
Revisit Ellis Island book (E? #2)
Essential Question #3: Do quick write "expository paragraph" -Is the U.S. a *Melting Pot or a *Tossed Salad? Discuss.
Complete Understanding Summary to go with World Map.
Complete Empathy Reaction Paper for Guest speaker or Ellis Island Reenactment.

E
The students will write a diary recording their impressions of life before they leave their home country, after their arrival in the United States, and monthly thereafter.

Notes: