Midterm Part II: Lesson Plan

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.

5) Standards:
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.

6) Objectives:
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.

7) Procedure:
Day 1
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.

Conclusion:
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.

8) Assessment:
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

References

Bennett, C. (2018, April 2). Six skills students need to succeed in social
studies class. Thought Co. Retrieved from https://www.thoughtco.com/skills-students-need-social-studies-classes-8207

Bruger, K., & Whitlock, A.  (2018, January 17). Social studies skills or
something else? An analysis of how the “Essential Social Studies Skills
and Strategies” reflects social studies instruction. The Clearing House:
A Journal of Educational Strategies, Issues and Ideas, 91:3, 111-117.

College, career and civic life (C3) framework for social studies state
standards. (2019). National Council for the Social Studies. Retrieved
from https://www.socialstudies.org/c3.

Didau, D. (2011, November 11). Should we be teaching knowledge or skills?
Guardian. Retrieved from https://www.theguardian.com/teacher-network/2011/nov/22/knowledge-or-skills-solo-taxonomy

Elliot, E. (2018, August 20).  Why read why learn history (when it’s already
summarized in this article)? American Historical Association.
Retrieved from https://www.historians.org/publications-and-directories/perspectives-on-history/september-2018/why-read-emwhy-learn-history/em-(when-its-already-summarized-in-this-article)

Essential social studies skills and strategies. (2017, July 12.) National Council on the Social Studies. Retrieved from https://www.doe.in.gov/sites/default/files/standards/essential-social-studies-skills-and-strategies.pdf

Gedeon, J. (2019). What is project-based learning? Arch for Kids, LLC. Retrieved from https://www.noodle.com/articles/what-is-project-based-learning.

McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017, Fall). The
challenge that’s bigger than fake news: Civic reasoning in a social
media environment. American Federation of Teachers. Retrieved from https://www.aft.org/ae/fall2017/mcgrew_ortega_breakstone_wineburg.

Lander, J. (2018, January 17).  Digital literacy for digital natives. Harvard
Graduate School of Education. Retrieved from hhttps://www.gse.harvard.edu/news/uk/18/01/digital-literacy-digital-natives

Thornton, S. (1994). The social studies near century’s end: Reconsidering
patterns of curriculum and instruction. Review of Research in
Education, 20, 223-254. Retrieved from http://www.jstor.org.proxy.lib.uiowa.edu/stable/1167385.

Voet, M., & De Wever, B. (2016). History teachers’ conceptions of
inquiry-based learning, beliefs about the nature of history, and their
relation to the classroom context. Teacher and Teacher Education, 55,
57-67. Retrieved from http:www.jstor.com.

Wexler, N. (2015, August 28). How common core can help in the battle of skills vs. knowledge. New York Times. Retrieved from https://www.nytimes.com/2015/08/28/opinion/how-common-core-can-help-in-the-battle-of-skills-vs-knowledge.html.

Wineburg, S. (2003, April 11). Teaching the mind good habits. Chronicle of
Higher Education. Retrieved from Nexis Uni.

Leave a Reply

Your email address will not be published. Required fields are marked *