1) Title: Investigating Mass Immigrations in U.S. History
2) Grade Level & Subject: 7 through 12th grade
3) Time Needed: 4 class periods of 50 min. each
4) Materials: Computer, internet connection, paper, pencils
5) Description & Purpose: Using a research based inquiry method to probe the compelling questions as listed in the objectives below, students will experientially ask questions, find and evaluate sources, synthesize and compile information into a presentation of their choice in a mass immigration to the U.S. from 1850-2019. This lesson seeks a balance between independently discovered content through inquiry and the practice of historical skills including research and evidence for claims.
Geography: SS.7.21, Analyze human population movements and patterns in Contemporary Global Studies. Evaluate the push and pull factors involved in human population movement and patterns.
History: SS-US.9-12.17, Analyze human population movements and patterns in U.S. History. Explain the patterns of and responses to immigration on the development of American culture and law.
Inquiry Standard: SS.7.8, Independently construct responses to compelling questions supported by reasoning and evidence.
C3 Framework: D1.5.9-12, Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
TLW use a jigsaw approach and be asked to identify, research and investigate a mass immigration to the U.S. either with a partner or alone, determining which sources are most relevant and the push pull factors involved, SS.7.21, D1.5.9-12.
TLW create a 5-minute presentation, podcast or 2 page written essay, which includes information on their chosen immigration and relation to U.S laws, SS.7.8.
TLW create a push/pull factor worksheet on the results of their immigration subject connected to the response in American laws on immigration, SS-US.9-12.17.
Launch/Introduction: (5 min.)
1. Compelling Questions: Do you think American laws on immigration have been too harsh or too lax on immigration of people to the U.S throughout history? Is there a relationship between mass immigration and changes in those laws? What could these involve? (1 min.)
2. Based on prior knowledge, students will turn and talk to a partner and discuss their opinions on this question, then share with the class. (4 min.)
Main Body: (45 min.)
3. Students will be introduced to the assignment where they will research a mass immigration into the U.S. of their choice from 1850-2019, either with a partner, in a small group or alone.
4. Teacher will scaffold and provide a list of possible, but not exhaustive choices from U.S. History, in a PowerPoint with links that they can access on their computers through Pear Deck.
5. Students will be encouraged to choose one that interests them on a personal level. Using a jigsaw approach, students will be asked to identify, research and investigate a mass immigration to the U.S. either with a partner or alone.
6. Teacher will then review how to choose a credible source online with the students, including questions such as: Who is the author? What is its purpose? Who is the publisher? Are there other online sources that can validate the authenticity of the source?
7. Students will have work time. (25 min.)
Day 2: (50 min.)
8. Students continue to research and meet with their groups. Teacher meets individually with groups to check their sources and ask questions to further their research.
9. Teacher makes sure students are filling out worksheets provided.
Day 3: (50 min.)
10. Students continue work time
Day 4: (50 min. – but depends on how many groups there are)
11. Students present their findings to the class.
12. Teacher and peers provide positive feedback verbally and fill out self-assessment individually and return to teacher.
Students will present their podcast, read their essay or present their findings in a slide presentation (they can send to teacher in advance to show to everyone). Teacher will ask if they see any patterns between immigration and U.S. laws that are consistent.
Formative: Teacher will meet with small groups and see if they have collected relevant and credible sources and make sure they have started asking supporting questions to help guide their further research.
Summative: Teacher will collect artifacts from students including their choice of presentation, podcast or short essay and grade these on a rubric. Students must complete a 5-minute podcast, 2 page essay or 5-minute presentation including a timeline to receive full points.
Rubric for Self-Assessment
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