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Immigration: Creating America The United States of America is a country made of immigrants.

Except for the Native Americans, every other ethnic group came to the United States as immigrants, whether they immigrated 200 years ago or just arrived. These immigrants overcame many obstacles to reach America and to assimilate to American culture. Teaching students about immigration covers many of the NCSS standards. 1. Standard 1: Culture. Social studies programs should include experiences that provide for the study of culture and cultural diversity. Immigrants bring myriad cultures to the United States, and by studying the groups of immigrants that have come to America, students will learn about the cultures that those groups represent. 2. Standard 3: People, Places, and Environments. Social studies programs should include experiences that provide for the study of people, places, and environments. By studying the different immigrants that have come to this country, students will learn about the people of different cultures and the countries of these immigrants. 3. Standard 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Immigrants have overcome many obstacles over the years. They have overcome struggles in their home countries, completed the long and often dangerous journey to America, and have overcome many hardships once finally settled in America. By learning about immigrants and all of the problems that they have had to face, students will see the power of human strength and character. 4. Standard 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. Students will see the places from which many immigrants have come, and in learning about the countries of origin will see the connections that the United States has with other countries.

Annotated Bibliography Denenberg, B. (1997). So far from home: The diary of Mary Driscoll, an Irish mill girl. New York: Scholastic, Inc. In this historical fiction novel for older students, the author writes as 14 year old Mary Driscoll, who immigrates to Massachusetts from Ireland in 1847. Mary describes both the death and devastation in Ireland and the harsh conditions in the Lowell Mills where she finds work after coming to America. Mary records many of the anti-Irish sentiments of the time, but the strength and bravery of her immigrant friends and family is apparent on every page of the book. Gunning, M. (2004). America, my new home. Honesdale, PA: Boyds Mills Press, Inc. The author of this book of poems moved to the United States from Jamaica when she was eighteen years old. These poems reflect her mixed feelings of confusion, fear, awe, and joy as she experiences all of the things that America has to offer, from bustling subways to breathtaking cathedrals. Ken Condons beautiful paintings illustrate each poem for a lovely overall effect. Kenney, K. (2008). Illegal immigration. Edina, MN: ABDO Publishing Company. This information book covers many of the issues associated with illegal immigration. Appropriate for older elementary or middle school students, it provides a description of both the history of immigration to the United States and the current immigration process. The book is rather text heavy, and does not include many pictures but does include a glossary, a timeline of immigration, and an index. Both pro-immigration and anti-immigration groups are included in the text. Leighton, M. R. (1992). An Ellis Island Christmas. New York: Viking. Krysia Petrowskis papa has already immigrated to America, and now it is finally time for her family to join him from Poland. Krysias family takes a boat across the ocean to join him and arrives on Ellis Island on Christmas Eve. As they wait for Papa to come find them, Krysia experiences the hustle and bustle of her new country, and receives a Christmas surprise. Dennis Nolans watercolor illustrations show all of the anticipation, worry, and wonder of Krysias journey in this heartwarming tale. Lingard, J. (1991). Between two worlds. New York: Lodestar Books. This novel for young adults tells the story of Hugo and Astra Peterson, who are Latvian refugees that move to Toronto, Canada to make a new life for themselves after World War II. When their father falls ill, the Peterson twins must find a way to support their father while carving out new lives for themselves in their new homeland. They struggle between adapting to their new country and missing their old country, but their determination proves that anything is possible.

Mohr, N. (1995). The magic shell. New York: Scholastic Inc. Young Jaime Ramos does not want to move to New York. However, his parents have decided that they must leave the Dominican Republic in search of a better life, so Jaime leaves his extended family behind and flies to New York. New York is nothing like the Dominican Republic, and Jamie is very lonely and homesick. Jaime's best reminder of his home is a magic shell given to him by his great-uncle, and so with the help of the shell and his own determination, Jaime soon learns to find happiness in his new homeland. This chapter book is appropriate for younger readers. Russell, B. T. (2006). Maggies Amerikay. New York: Melanie Kroupa Books. Maggie and her family are recent immigrants from Ireland living in New Orleans in 1898. As Maggie and her family make their way in Amerikay, Maggie experiences prejudice against the Irish, but soon realizes that she may have her own prejudices to overcome. The illustrations by Jim Burke are bold and clear, and show the diversity of New Orleans at the turn of the century. Strom, Y. (1996). Quilted landscape: Conversations with young immigrants. New York: Simon and Schuster Books for Young Readers. Read the stories of twenty-six immigrants, all between the ages of ten and seventeen. These immigrant children represent countries like Latvia, Ukraine, Thailand, Yemen, Mexico, Peru, and many more. Each childs profile includes pictures of the child, the childs age, a map marking their country of origin and their new American home, a list of facts about their country of origin, and a description of their experiences coming to America and being an immigrant. Woodruff, E. (1999). The memory coat. New York: Scholastic Press. The Memory Coat is the story of Rachel and her cousin, orphaned Grisha, who hangs onto the memory of his parents through the worn, tattered coat that his mother made for him. Their family lives in Russia around the time of the Russian Revolution, and flees to America when the cossacks start to terrorize their town. Michael Doolings beautiful paintings in both color and black and white illustrate Rachel and Grishas journey through Ellis Island, where Rachel must do some quick thinking in order to assure that Grisha makes it into America.

Immigrant Diary Grade Level: 6th Time: 20 minutes for introduction, one week for assignment Materials: Denenberg, B. (1997). So far from home: The diary of Mary Driscoll, an Irish mill girl. New York: Scholastic, Inc. Strom, Y. (1996). Quilted landscape: Conversations with young immigrants. New York: Simon and Schuster Books for Young Readers. Assignment sheet NCSS Standards: Standard 1: Culture. Social studies programs should include experiences that provide for the study of culture and cultural diversity. Standard 3: People, Places, and Environments. Social studies programs should include experiences that provide for the study of people, places, and environments. Standard 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. KUSD Standards: E-1.6 Explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development. Student Objectives: 1. Students will write a fictional diary account of an immigrant, displaying their knowledge of both immigration and a culture that has been introduced to the USA. Teaching Procedure: Introduction (students=S) (10 min) *Teacher will read So Far From Home (Barry Denenberg) as a read aloud. This lesson is to occur after the book is finished. 1. Ask S where their families have their ancestral roots. Where did they come from? Why did they leave? When did they leave? Do you know anything about the obstacles they faced when they arrived in America? 2. Volunteers may choose to share their responses to the questions above. Write student responses on the board. Development (10 min) 1. Introduce diary assignment while passing out assignment sheet. Explain to S that they will be writing some diary entries that might be found in the diary of an immigrant like Mary.

2. S should talk to their family members to learn about their own familys immigration history. S may then write the diary entries from the perspective of one of their ancestors, adopting the ancestors country of origin and experiences in their home country and in America. If S cannot (they are Native American, an immigrant themselves, or do not know their heritage) or do not want to write as one of their ancestors, they may choose another country and time period and write from that perspective, using ideas about hardships and reasons for immigration discussed in class and in Quilted Landscape: Conversations with Young Immigrants, by Yale Strom. 3. S will receive assignment sheet and Rubric. See attached. Conclusion (10 min) Students may choose to share their diary entries. Assessment This assignment will be graded based on the attached Rubric.

Immigrant Diary What would it be like to be an immigrant? How might it feel to come to a strange new land? You will write at least three diary entries from the point of view of an immigrant to the United States. You may either: 1. Talk to your family about your family immigration history. Where did your ancestors come from? Why did they leave? When did they come here? How did they get here? Are there any exciting stories about their immigration? OR 2. Choose a culture and a time period. Use research materials to learn more about your chosen culture and time period. Possible cultures/time periods are: Ireland in the 1850s, Russia in the 1900s, Germany (starting in the 19th century), China in the late 1800s and early 1900s. Whether you choose option one or two, the following guidelines apply: 1. You must have at least three diary entries, each at least a half a page long. One entry should talk about the country of origin, one should talk about the journey to America, and one should talk about life in America. 2. Include references to the culture of the country of origin. Talk about traditional food, games, clothes, music, etc. 3. Make your diary look authentic. It should be neat and creative. Do not turn this is in scribbled on lined paper!

Immigration Journal
Student Name: ________________________________________

CATEGORY 4 Excellent! Number of Entries


Three or more journal entries are present. Each entry is at least half a page long.

3 Good
Three journal entries are present but are too short OR Two journal entries (each at least half a page long) are present. Entries include some details about the country of origin, the journey to America, and life in America. Entries include some details about the culture of the country of origin (food, games, clothes, music, etc.)

2 Needs Improvement
Two journal entires are present but are too short OR One journal entry (at least a half a page long) is present.

1 Poor
Less than half a page is written.

Required Topics

Entries include many details of about the country of origin, the journey to America, and life in America. Entries include many details about the culture of the country of origin (food, games, clothes, music, etc.)

Entries include some details about some of the required topics.

Entries include one or two details about one of the required topics.

Content

Entries include a few details about the culture of the country of origin (food, games, clothes, music, etc.)

Entries include one or two references to the culture of the country of origin.

Design

Looks like an authentic diary: diary is decorated to look like a real diary from the time of immigration, and entries are written as though journal entries. May even include illustrations. No more than one spelling or grammar error. Complete sentences.

Diary is very Diary is not styled neat (for as a diary, but is example, legible. typed), but does not look authentic to the time. Entries are written as journal entires.

Diary is very messy, and may not appear to be a diary.

Grammar

Two to four grammar or spelling errors. Complete sentences.

Five to seven grammar or spelling errors. Complete sentences.

More than seven spelling errors. Entries are not written in complete sentences.

Total: ______/20 Additional Comments:

Grade:

Immigration Then and Now Grade Level: 6th Time: 40 minutes Materials: Woodruff, E. (1999). The memory coat. New York: Scholastic Press. Strom, Y. (1996). Quilted landscape: Conversations with young immigrants. New York: Simon and Schuster Books for Young Readers. NCSS Standards: Standard 1: Culture. Social studies programs should include experiences that provide for the study of culture and cultural diversity. Standard 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. KUSD Standards: I-1.6 Identify current world events and connect to topics of study. Student Objectives: 1. Students will read a fictional historical account of immigration and a true modern account of immigration and will compare the two in order to see trends in the reasons why people immigrate and similarities (or differences) between the experiences of past and present immigrants, as well as immigrants from different cultures. Teaching Procedure: Introduction (students=S) (5 min) 1. Ask S if they have every traveled out of the country before. Where did you go? Did you speak the language? Was it scary? Why or why not? 2. Ask S if they have ever moved. Where to and from? Did you want to move? How did you feel about moving? 3. What if you had to move to a new country? Development (30 min) 1. Read The Memory Coat by Elvira Woodruff aloud to class. 2. Ask S the following questions, and record answers on one side of the board. a. Why does Rachels family decide to leave Russia? b. How did the family get to America? c. What were come of the things that scared Rachels family? d. What happened at Ellis Island? 3. Give each student a short biography of a young immigrant (from Quilted Landscape: Conversations with Young Immigrants, by Yale Strom). Tell S to read through their section and think about the questions that we just answered about The Memory Coat. S will then compare

and contrast the two sets of answers (one from a historical fiction version of immigration, one from a real-life modern version). 4. S will display their conclusions however they like: a short paragraph, a Venn diagram, etc. Their conclusions will be turned in for grading. 5. S will then share their findings with a partner with a different modern biography. S should compare and contrast their modern immigration stories. They may add to their conclusions if they wish. Conclusion (15 min) 1. S will write any conclusions, questions, or interesting facts on the board. 2. The class will discuss these points and should see trends: people immigration because of persecution, lack of work, etc.; may feel homesick but usually show great strength and determination; experience setbacks in the new country.

Assessment Comparisons will be reviewed to monitor the critical thinking skills of the students. The comparison is not used as any more than a participation grade, and is most useful as an indicator to the teacher.

Policy Change: Illegal Immigration Grade Level: 6th Time: two 40 min lessons Materials: Kenney, K. (2008). Illegal immigration. Edina, MN: ABDO Publishing Company. Computers NCSS Standards: Standard 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. KUSD Standards: I-1.6 Identify current world events and connect to topics of study. Student Objectives: 1. Students will work in groups to form an opinion and write a policy about immigration laws. 2. Students will research in order to support their policies with evidence. Teaching Procedure: Day One Introduction (students=S) (10 min) 1. Have S form a value line. Read the following statements and tell S to move to the spot along the line that best represents to what extent they agree or disagree with the statement. a. There are too many immigrants in America. b. Anyone should be able to come to America to work. c. The US government should carefully screen those who wish to enter this country. d. People who are discovered to be illegal immigrants should be deported. e. People with family members living the the US should be able to join them easily. Development (30 min) 1. Break S into groups of 4 or 5. 2. Tell S that they are to come up with an immigration law reform (or they are to defend the current immigration laws if they choose). 3. S may use computers and the book, Illegal immigration, by Karen Kenney (or any other information books they choose) to create their argument. S should use facts and statistics to support their policy. 4. S will create a brief powerpoint or poster outlining their policy changes, the facts they used to support their decisions, and the sources they referenced.

Day Two Conclusion (40 min) 1. Each group will present its policy to the class using the powerpoint or poster. 2. After the presentations are finished, the class will discuss its opinions and will vote to see if one policy change was more convincing than the rest. Assessment S will be graded on how focused they were during group time, as well as the quality of the presentation. Everyone in the group must have an equal part in the presentation. The policy should be supported by facts or statistics, and these facts must be cited (informally) in order for the support to be considered valid.

Checklist for Policy Change: Illegal Immigration 2 = very true, 1 = somewhat true, 0 = not true 1. Students were focused during group time. 2. Students created a visually appealing and informative powerpoint or poster. 3. Each student played an equal part in the presentation. 4. Students have a strong verbal argument and clear policy changes. 5. Student use cited facts and statistics to support their argument. Total: Additional Comments: _______ _______ _______ _______ _______ _______

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