Name: Robyn Ferrazzani and Tricia Stodden
District: Reading Public Schools Subject: U.S. History Grade Level: 3-5
Date: May 21, 2009 Unit: Immigration
Title: Expanding Our Notion of American Immigration
Goal: To present the American immigrant experience through a wide lense. Thoughts about immigration are often isolated to Ellis Island and the Eastern European immigrant group. This wiki adds to the Eastern European immigrant group by including the Native American, African and Asian groups.
Essential Questions:
What do we mean by "American?"
What is "American?"
How American is America?
How do immigrants change America?
Massachusetts History and Social Science Curriculum Framework Standards Addressed:
Grade 3 Learning Standards: 3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding.(H, G) 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary peoplelived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
Grade 4 Learning Standards: 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: A.severalindigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). B.African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. C.major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). D.major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G)
Grade 5 Learning Standards: 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.
Historical Thinking Benchmarks Addressed:
Analysis of primary and secondary sources.
Formulation of questions through inquiry and determining their importance.
Learning Objectives:
Students will be able to compare and contrast the immigrant experience of the Native Americans, Europeans, Africans, and Asians.
Students will be able to evaluate and analyze primary sources, photographs, videos, written text, paintings, artifacts in order to determine differences and similarities in the four immigrant groups.
Students will be able to use inquiry to ask inferential questions in order to develop a deeper understanding of each immigrant experience adding to their intial understandings.
Learning Activities/Special Instructions:
Each wiki page includes instructions that precede each embedded document or task.
Assessment: After examining the various pages of the wiki(//ammericasimmigrants.wikispaces.com), students will complete a two voice poem. A two voice poem is written for two people to perform. The poem has at least two columns - one for each person reading the poem. Sometimes a third column is added to the middle to show the words and ideas the two people share. Students will be required to pick two immigrant groups and adopt their perspective. First, they will need to complete a venn diagram comparing and contrasting the two groups. They will need to determine similar and different thoughts, feelings, words, and actions for each group. Then, students will need to use ideas from the venn diagram to create a poetic dialogue between the two types of immigrants.
Students will be graded by using Focus Correction Areas.
1. Uses correct and factual information about each immigrant group. 40 points
2. Uses three columns (Group 1 Ideas, Shared Ideas, Group 2 Ideas) to share the thoughts, feelings, words, and actions for two different immigrant groups found on the wiki. 40 points
3. Demonstrates new understandings about Native Americans, Europeans, Africans, and Asians. gained from use of wiki. 10 points
District: Reading Public Schools
Subject: U.S. History Grade Level: 3-5
Date: May 21, 2009 Unit: Immigration
Title: Expanding Our Notion of American Immigration
Goal: To present the American immigrant experience through a wide lense. Thoughts about immigration are often isolated to Ellis Island and the Eastern European immigrant group. This wiki adds to the Eastern European immigrant group by including the Native American, African and Asian groups.
Essential Questions:
What do we mean by "American?"
What is "American?"
How American is America?
How do immigrants change America?
Massachusetts History and Social Science Curriculum Framework Standards Addressed:
Grade 3 Learning Standards: 3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G) 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
Grade 4 Learning Standards: 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: A. several indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). B. African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). D. major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G)
Grade 5 Learning Standards: 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.
Historical Thinking Benchmarks Addressed:
Analysis of primary and secondary sources.
Formulation of questions through inquiry and determining their importance.
Learning Objectives:
Students will be able to compare and contrast the immigrant experience of the Native Americans, Europeans, Africans, and Asians.
Students will be able to evaluate and analyze primary sources, photographs, videos, written text, paintings, artifacts in order to determine differences and similarities in the four immigrant groups.
Students will be able to use inquiry to ask inferential questions in order to develop a deeper understanding of each immigrant experience adding to their intial understandings.
Learning Activities/Special Instructions:
Each wiki page includes instructions that precede each embedded document or task.
Assessment:
After examining the various pages of the wiki(//ammericasimmigrants.wikispaces.com), students will complete a two voice poem. A two voice poem is written for two people to perform. The poem has at least two columns - one for each person reading the poem. Sometimes a third column is added to the middle to show the words and ideas the two people share. Students will be required to pick two immigrant groups and adopt their perspective. First, they will need to complete a venn diagram comparing and contrasting the two groups. They will need to determine similar and different thoughts, feelings, words, and actions for each group. Then, students will need to use ideas from the venn diagram to create a poetic dialogue between the two types of immigrants.
Students will be graded by using Focus Correction Areas.
1. Uses correct and factual information about each immigrant group. 40 points
2. Uses three columns (Group 1 Ideas, Shared Ideas, Group 2 Ideas) to share the thoughts, feelings, words, and actions for two different immigrant groups found on the wiki. 40 points
3. Demonstrates new understandings about Native Americans, Europeans, Africans, and Asians. gained from use of wiki. 10 points