Title: Land of Hope Project Subject/Course: AP Social Studies (World, Euro, US)

Topic: Immigration Grades: 9-12

Designers: Thomas Cooper, George Henry, Dr. Lenore Schneider

Stage 1 - Desired Results

Established Goals:
This project meets the following National Social Studies standards.

People, Places and Environment

 analyze the processes, patterns and functions of human migration and settlement

Individuals, Groups, and Institutions

 identify and describe examples of tensions between and among individuals, groups, and institutions
 discuss real world problems and the implications for individuals, groups and institutions

Understandings: Essential Questions:

Students will understand that...

 Culture consists of beliefs, values, institutions,
norms, and traditions.
 Cultures can change over time through trade
and migration.
 People migrate on their own or because they are
forced to.
 Migrations have occurred for various reasons
around the world and throughout time.
 Migrations consist of push and pull factors,
such as poverty, food, trade, religious or sexual
persecution, human trafficking, poverty, labor
or other factors.
 Physical geography such as topography and
climate, can affect migrations.
 What were the causes of the migration?
 Was the migration forced? If so, by whom?
 What were the key features of the process of the
migration?
 What were the results of the migration for the
individual, for the region, or internationally?
 What problems did the migrant have integrating
themselves into their new culture?
 Are migrations generally positive?
 Should we allow immigrants into our country?
 How do geographical databases help us
visualize migrations and gain insight?

Students will know/be able to...

 Use a threaded discussion to talk with other students about immigration.

 Use a wiki to share information about a particular immigration issue you researched.
 Use a geographical database to map our different immigrations and show the effects of various push/pull
factors.

Stage 2 - Assessment Evidence

Performance Tasks:
Summary of GRASPS form (Goal, Role, Audience, Situation, Performance, Standards)

The board members of a small museum in the southwest of the United States invites you, as one of their new
junior curators, to prepare an exhibit on immigration. The museum hopes that highlighting some of the benefits
immigrants have brought to various cultures through time will ease tensions between citizens and immigrants in
this town. Your tasks is to assemble various visual artifacts that represent current and historical migrations, such
as documents, photographs, and posters. To help people better visualize the push and pull factors that have
similarly affected migrations, you have been asked to develop an interactive geographic data base that can be
explored by visitors to the museum or explored when visiting the museum's website. You are to collaborate
with others from your class and those from other schools to produce an online exhibit.

Key Criteria:

 Identifies common push/pull factors that affected a migration.

 Relates the effects of physical geography on a migration.
 Understands the positive and negative affects immigration can have on a culture.
 Employs technology to visualize and analyze migrations.

Other Evidence:

 Review of student notes on primary text

 Photos, maps and other cultural artifacts collected and displayed in a VoiceThread on the particular
immigration
 Unit test on immigration
 Project self-assessment

Stage 3 - Learning Plan

Learning Activities:
Consider the WHERETO elements

 Review various news articles on problems with immigrants today. Identify the various facts of the
situation and discuss possible reasons behind the conflict. Create an RSS Feed on immigration and post
it to the project wiki so that students can keep follow the situation.
 Periodically have students post a response about how these events are affecting their lives on the
discussion tab of the project wiki.
 Identify various immigrants in your school and interview them about their immigration experience.
Create a questionnaire and post it. Create an informed consent for students and parents to sign. Create a
VoiceThread of their experience which can be posted on the project site.
 Provide students with information on immigration through lecture notes.
 Provide primary texts on different immigration. Allow students to chose one of these texts based on
their interests. As students read the texts, have them post a summary for each chapter to the project
wiki. Have them end in a question to stimulate discussion between student groups on different
immigration issues.
 Teach students how to use Google Earth software. As they read through the book have them create
basic placemarks in order to store information collected.
 Show a film on an immigration and have students use a chat room to discuss key ideas and
understandings. Students responses to film will help to identify misunderstandings on the issue.
 Conduct a peer review of student's layers in progress and allow them time to revise their work. Post
reviews on the discussion tab of the wiki.
 Combine students layers into a composite layer. Have students write an exposition paper, using one of
the "understandings" as a thesis. Post papers to the project wiki and allow peers to make comments
before final grades are due.