Lesson: Immigration in America: Reasons for Immigrating to America

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Lesson Objective

By the end of the lesson, SWBAT explain why people emigrated to the United States at the turn of twentieth century.

Lesson Plan

 

KEY POINTS.

 

·       Immigrants came to United States at the turn of the 20th century for many reasons.

·       Immigrants came to the U.S. to escape famine, and poverty in their home countries.

·       Immigrants came to the U.S. to try their hand at achieving the American Dream and capitalizing on the boom of the big business.

·       Immigrants came to the U.S. to join their families that moved in waves.

·       Many Immigrants came from Europe because of the extensive famine in Ireland, and the disparity in wealth.

·       Essential Question: “Why did an immigrant come to America at the turn of the 20th century?”

·       Vocabulary: Immigrants, Ireland, Scotland, England, Germany, Russia, China, American Dream.

1. OPENING (10 min.) (Engage) 

 

Teacher:

·       At the start of the lesson, T will put the following starter on the board: “What can you imagine would cause you to leave your home forever and move to a different country?”  

·       T will have the Ss write their starters down.

·       T will ask the Ss to share out their starters.

·       T will explain the objective for the day: By the end of the lesson, SWBAT explain why people immigrated to the United States at the turn of twentieth century.

 

Students:

·       Ss will write down their starters.

·       Ss will share their ideas with the class.

2. INTRODUCTION OF NEW MATERIAL (20 min.) (Explore/Explain)

 

Teacher:

·       T will begin the lesson by showing a Power Point on where people that immigrated to America came from during the early 20th Century.

·       T will stress that people did not randomly come to the United States. Instead, they came to the U.S. to escape things like famine, disparity of wealth, and various forms of persecution. Places that this occurred were Ireland, Russia, and Germany, etc.  

·       T will explain that the immigrants often times ended up in Ellis Island on the East Coast, and San Francisco on the West Coast.

·       T will have the Ss fill out a graphic organizer on these issues.

·       T will ask the Ss questions such as “Why did areas that have a lot of problems have a lot of immigrants that immigrated to America?”

Students:

·       Ss will fill out the graphic organizer.

·       Ss will answer and ask questions with regards to the PowerPoint.

·       Ss will answer checks for understandings.

3. GUIDED PRACTICE (10 min.) (Extend)

 

Teacher:

·       T will read one of three narratives on immigration to the class.

·       T will stop to work on skills such as identifying the main idea, and cause and effect.

·       T will have students take notes on the story, while also mapping it out that person’s journey on a map of the world.

·       T will tell the Ss that this individual story is unique, but it is not uncommon. Each immigrant had a story, but each immigrant also had something in common with every other immigrant; he/she cam to America to find a better life.

Students:

·       Ss will listen to the story.

·       Ss will answer questions pertaining to the story.

·       Ss will ask questions.

4. INDEPENDENT PRACTICE (40 min.)(Evaluate)

 

Teacher:

·       T will have the Ss read the other two stories about immigration.

·       T will have the Ss take these narratives and take notes on the stories, while also mapping out their travels on a map of the world.

·       T will have the Ss answer general questions after they are done reading and mapping out the travels. T will ask questions such as: “Why do you think people settled where they did in the United States?” “What areas of the world had a lot of immigrants that came to the U.S.?”

·       T will work with lower level Ss by popcorn reading with that small group.

·       T will have the higher level Ss create their own immigration narrative when they complete the activity.

Students:

·       Ss will complete the narrative exercise.

·       Ss will write their own narrative and look at the rubric that corresponds with the story.

5. CLOSING (10 min.)

 

Teacher:

·       As a closing, T will have the Ss make observations on the maps that they created.

·       T will review the key points.

·       T will have the Ss share out their immigration stories.

·       T will have the Ss review the notes that they took on the narratives.

·       T will explain their homework, a project on immigration.

Student:

·       Students will answer questions.

·       Students will ask any last minute questions.

·       Students ask questions about their homework.

 

Teacher's Reflection:

The first time I taught this lesson, I had the students independently read the immigration narratives. However, after seeing the notes that they took about the narratives and the narratives that they themselves produced, the following year, I decided to model the best way to approach a piece of writing that is a story but still contains important historical lessons. 

Lesson Resources

Turn of the Century in America Unit - Lesson 7 - Reasons for Immigrating to America - KeyNote (Mac)   Smart Board
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Turn of the Century in America Unit - Immigration Project Rubric   Rubric
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Turn of the Century in America - Immigration Project    Project
1,373
Turn of the Century in America Unit - Lesson 7 - Reasons for Immigration to America Graphic Organizer   Notes
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Turn of the Century in America Unit - Lesson 7 - Reasons for Immigrating to America - PowerPoint.ppt  
1,683
Turn of the Century in America Unit - Lesson 7 - Reasons for Immigrating to America - Narrative Activity   Activity
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Turn of the Century in America Unit - Lesson 7 - Reasons for Immigrating to America - Lesson Plan   Lesson Plan
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