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Lesson Plan


		Lesson Information


		Objectives
		Assessment


		Resources
		Materials
		Vocabulary
		Procedures
		Day Plans
		Enrichment Options


		Teacher Reflection

Stage 1
Identify Desired Results

Catchy Title: Home Sweet Home
Theme/Topic of Lesson: Students learn about the patterns of immigration of Western European countries, including Greece, Ireland and Italy.
Time Commitment: 2, 45-minutes periods or blocks
Subject Area(s):
Social Studies - United States history
Grade Level(s): 8
Standards Alignment:
Class Challenge Question: What are some of the differences and similarities when looking at patterns of immigration?
Overview:

While most students know that the United States is made up of people from different countries, many of them do not understand how and why people came to the U.S. Understanding patterns of immigration is important for a number of reasons. For instance, by studying why people leave their native countries, students gain a sense of what the U.S. has to offer that other countries may not. In addition, students come to understand that at one time, their family was new to the U.S. as well.

In the lesson Home Sweet Home, students have the opportunity to learn about different regions of Europe and explore some of the obstacles that immigrants face when they leave their countries, as well as upon their arrival in the United States. This lesson is intended to provide students with historical knowledge, as well as compassion for immigrants who feel that they must leave their homeland in order to attain a better life.

Students should have experience with conducting Internet research, as well as effective note-taking. A general undnerstanding of the concept of immigration and basic knowledge of Europe is also required. Teachers should have subject matter knowledge of the social studies content (geography, history) discussed in the lesson, as well as comfort with guiding students through Internet reserach.

In this lesson, students will first explore the diverse range of people that make up Baltimore, Maryland. They will hear the stories of two immigrants and will take notes about their experiences. Students will then review a map so that they understand what countries are located in the Western portion of Europe. Students will then be assigned one of three countries that they will focus on for this activity. In groups, they will conduct research on the Internet and reconvene as a class to compare and contrast the various countries.

Stage 2
Determine Acceptable Evidence

Learning Objectives:

The Students will:

Gather information about three western European countries.
Use relevant sources on the Internet to research
Compare and contrast immigration patterns
Work cooperatively in group teams.

Assessment

For this lesson, students should be assessed using Handout #7: Scoring Rubric. This rubric includes the following activities:

-Video Clip Discussion
-Patterns of Immigration Worksheet
-Compare and Contrast Discussion
-What We Learned Activity

A total of 20 points is recommended.

Stage 3
Plan Learning Experiences

Resources

Other Technology	LCD/Overhead Projector or SmartBoard
Other Technology	Computers with Internet access
Video(s)	Windows Media or Real Player
	Baltimore Beginnings Windows Media version
	http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=3e7f9adb-574e-4a17-8423-722ef1cefc9b
	Baltimore Beginnings video Windows Player version
	http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=dac41181-a01d-493c-b2a8-e34c8e52ef21
Internet Sites	Map of Western Europe
	http://www.eduplace.com/ss/maps/europe.html
	Immigration to the U.S. chart
	http://www.spartacus.schoolnet.co.uk/USAEStotalS.htm
	Greek Immigration Information
	http://www.spartacus.schoolnet.co.uk/USAEgreece.htm
	Italian Immigration Information
	http://www.spartacus.schoolnet.co.uk/USAEitaly.htm
	Ireland Immigration Information
	http://www.spartacus.schoolnet.co.uk/USAEireland.htm

Materials

Per class
-Chart Paper/Chalk Board
immigration_scoringrubric_handout7  (View)
-Pens/Pencils
immigration vsc objectives  (View)
as determined by instructor
immigration_chart_handout2  (View)
immigration_comparecontrast_handout6  (View)
immigration_greekimmigration_handout3  (View)
immigration_irelandimmigration_handout4  (View)
immigration_italianimmigration_handout5  (View)
immigration_patterns_handout1  (View)
immigration_scoringrubric_handout7  (View)
Per Student
-Notebook paper

Vocabulary

Immigrate - To come into a new country or region, especially so as to settle in it.
Pattern - Something to be imitated or copied; model

Procedures

Students will be introduced to the lesson by watching a short 3-minute video clip about people who immigrated to the United States from several Western European countries. Students will answer specific questions as to why these people/groups immigrated. In groups, students will then research in-depth one specific country where people immigrated from to further deepen their understanding. Students will have the opportunity to compare and contrast with other students differences and similiarites for wanting to immigrate. Students will then identify specific patterns and discuss what most surprised them about why people from these countries wanted to move to the United States.

During this lesson, students will view a video which should be a good activity for visual and auditory learners. Students will also be navigating the Internet using the mouse and keyboard of the computer which is a good activity for kinesthetic learners. Hard copies of information from web sites should also be printed out for students who have trouble reading straight from the computer screen. Finally, during this activity, if appropriate, the teacher can play music in the background from the countries that students are researching which can serve as inspiration but also help those students who have a strong musical intelligence. While not directly related to the lesson, the music can also spark discussion about culture and cultural influences in neighborhoods with a large immigrant population.

Since the class will be reviewing three countries during this lesson, there can be 6 total groups, and each country can be assigned to two groups. Ideally this means there will be roughly 4 students in each group. In this situation, the teacher will need at least 7 computers, six for the students and one for the teacher. Students will work in these groups during the research activity and then will work as a whole class during the discussion portion. If each group has four students, the teacher can suggest that two members of the group navigate the computer while the other two take notes for the first half of the activity, and then switch for the remainder of the class. The teacher can let the students know when 15 minutes have gone by. Students will conclude this lesson by regrouping as a class to complete a compare and contrast worksheet.

Note: Grouping and use of computers can be altered depending upon class size and/or computer access.

Before beginning this lesson, students should have prior experience conducting research on the Internet. They should also be familiar with note-taking formats. Students should also have a general understanding of the concept of immigration and basic knowledge of the continent of Europe. Teachers can assess this knowledge based on what they have previously reviewed with their classes.

Grouping should be heterogenous, specifically by differentiation -- ability or learning style (there will be ample opportunity for Internet navigation, writing, note-taking, reading comprehension). This will give students the opportunity to learn from and teach one another. Also, given the large group size, keep in mind any specific behaviorial issues.

1: Voices of Immigration
Daily Challenge Question: What type of people immigrated to Baltimore?
45 minutes

Set-up Directions:
Before beginning this lesson, the teacher should make sure the Baltimore Beginnings video clip works properly and plays clearly on the computer they will be using during this activity. The teacher should also have the questions about the video prepared for viewing so that they don’t have to spend time doing that once the students are present. The teacher should also make sure that the web sites used in this activity are active and working properly and that the content is appropriate for the class. If possible, bookmark the sites ahead of time on the computers. If applicable, the teacher should make arrangements to secure the computer lab.

The teacher should also make sure they have enough copies of Handout #1: Patterns of Immigration worksheet for each students, copies of Handout #2: Immigration to the United States Chart, copies of Handouts #3, #4, and #5 information sheets for the three different countries, and copies of a map of Western Europe for those students who prefer to read hard copies and also in case the Internet connection does not work. Finally, the teacher should know how the students will be divided into groups.

Teacher Presentation & Motivation:
The teacher should begin this activity by explaining to students that they are going to be spending the next few days working on a lesson about immigration. The teacher should say, “Does any one in the class know what country their family is originally from?” The teacher can write the various answers on the chalk board. The teacher should then say, “During this lesson, we are going to learn about people from three different countries in Western Europe and find out why they decided to come to the United States. First, let’s watch a video of some people who will share their stories of immigration.”

Activity 1 - Video Clip (15 minutes)
Using an LCD Projector or SmartBoard, the teacher should project the Baltimore Beginnings Video Clip (4 minutes) for the entire class to see. Since this lesson only focuses on Western European countries, the teacher can stop the video at 2:49 minutes after the woman from Greece tells her story.

The following are links to the video in two different formats:
/Tools/ContentViewer/ContentPreview.aspx?ContentID=3e7f9adb-574e-4a17-8423-722ef1cefc9b (Windows Media)

/Tools/ContentViewer/ContentPreview.aspx?ContentID=dac41181-a01d-493c-b2a8-e34c8e52ef21 (Real Player)

Note: It is suggested that you watch the video first (before revealing the questions). Then re-watch the video to answer the questions.

Write the following questions on chart paper or the chalk board or project them using a LCD Projector, Overhead Projector or a SmartBoard. Have students take out a piece of paper and pen/pencil and write the answers to the following questions as they are revealed during the video:

What countries are speakers from?

What were some reasons given for coming to the US?

What were some obstacles faced?

Discuss the answers as a class.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will watch the video to find the answers to specific questions

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will need to identify specific information.

See details in Activity directions for when to stop video.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will use the information they gather to help them gain a greater understanding of the experience of immigrating to the United States from Western European countries.

Activity 2 - Active Research (30 minutes)
The teacher should project a map of Europe and explain that the class is going to focus on some of the countries in Western Europe that were mentioned in the film: specifically Ireland, Italy and Greece.

The teacher should point out where these countries are located on the map. A map of Europe can be found on the following web site:
http://www.eduplace.com/ss/maps/europe.html Alternatively, a large classroom map can be used, if available.

Pass out copies of Handout 1: Patterns of Immigration Worksheet. Have students answer the questions on the worksheet which includes:

1. In what year and/or time period did people from the country you are researching start migrating to the United States?

2. Why did people want to leave the country you are researching?

3. Where did people from the country you are researching settle on they were in the United States?

4. What did people from the country you are researching do for work once they came to the United States?

5. What statistics/numbers are given about the people in the country you are researching?

After the teacher has distributed the list and read through the questions aloud, have the students get into their groups and go to computers. Direct students to the Spartacus web site (this should already be bookmarked if possible). Print out copies of Handout #2: Immigration to the United States Chart, which is a chart taken directly from the Spartacus web site. (http://www.spartacus.schoolnet.co.uk/USAEStotalS.htm)

At this point, the teacher can also distribute hard copies of the information sheets for the three different countries students will be focusing on (Handouts #3,4, and 5). Students only need to receive a copy of the information for the country they have been assigned:

Handout #3: Greek Immigration Information Sheet
http://www.spartacus.schoolnet.co.uk/USAEgreece.htm

Handout #4: Ireland Immigration Information Sheet
http://www.spartacus.schoolnet.co.uk/USAEireland.htm

Handout #5: Italian Immigration Information Sheet
http://www.spartacus.schoolnet.co.uk/USAEitaly.htm

Students should now be directed to click on the link for the country they were assigned. Allow students the remainder of the period to read through the information and find the answers to the questions above.

Even though students are working in groups, each student should complete the worksheet individually.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will conduct research on the Internet based on assigned groups and the websites listed above.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will be responsible for identifying information about the country that they are researching in order to answer specific questions.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
This activity will provide students with a greater understanding of immigration patterns.

Wrap Up:
The teacher should tell students that if they did not have enough time to answer the questions during the class period, that they should do it for homework. Ask students if anyone's ancestors migrated from one of the three countries research. The teacher should also remind students that if they didn’t know what country their ancestors were originally from, that they should go home and ask their parents.

2: Immigration Patterns
Daily Challenge Question: What did you learn about the process of comparing and contrasting information?
45 minutes

Set-up Directions:
Before beginning this lesson, the teacher should have enough copies of Handout #6: Compare and Contrast worksheet for each student. The teacher should also make sure that they have a copy of the worksheet in an electronic format that they can write on so that the whole class can see it at the same time. The teacher can open up the word document on a computer and project the worksheet using an LCD projector or Smart Board. The teacher can copy the chart and use an Overhead Projector, or the teacher can simply recreate the chart on Chart Paper or on the Chalk board.

Teacher Presentation & Motivation:
The teacher should begin the lesson by saying, “Today we are going to share the information we gathered yesterday. We are going to start by writing down what we know about each of the three countries and then we are going to compare and contrast the patterns of immigration.”

Activity 1 - Compare and Contrast (30 minutes)
Have students take out their Patterns of Immigration worksheets that they completed the previous day. Each student should now receive a copy of Handout #6: Compare and Contrast worksheet so they can take notes directly on the paper. The teacher should project a copy of the worksheet so the entire class can see it at once. Work as a class to complete Handout #6: Compare and Contrast worksheet. Explain to students that using this type of worksheet is a good way to get all of the information they learned down in writing and then to analyze the content to recognize patterns.

Begin by working with the class to fill in information they found when looking for the answers to the questions from Handout 1: Patterns of Immigration Worksheet. The teacher should them move on to filling in the Similarities and Differences box.

Activity 2 - What We Learned (15 minutes)
The teacher should go around the room and ask students to share what it was they were most surprised to find out about the country the researched or the other two countries they learned about during class discussion.

Wrap Up:
The teacher should collect students’ Patterns of Immigration Worksheet and the Compare and Contrast Worksheet for grading (using scoring rubric). The teacher can offer students the option of receiving extra credit if they research the countries that their ancestors were originally from.

Enrichment Options

Community Connection
Students can take a survey of community members in their neighborhood to find out what countries their neighbors are originally from, and why/how they migrated to the US and ultimately ended up in their neighborhood.

Parent-Home Connection
Students can speak to parents about where their ancestors come from.

Field Experiences
If appropriate, students can visit a museum or exhibit that focuses on immigration.
If appropriate, the teacher can arrange for one (or more) of the students’ parents of family member to come a speak to the class about their experience coming to the United States.

Cross-Curricular Extensions
Math: Students can create graphs and charts with statistical information gathered during the research phase of this lesson.

English: Students can write creative essays about what it is they like about living in the United States and what they would like to be different.

English: Students can interview their family members if they are from other countries about what their journey to the United States was like. Students can then write a biography about the experience, or a diary entry imagining they were their family member.

Technology: Students can create PowerPoint presentations covering the country they researched analyzing patterns of immigration and can include graphics and music.

Stage 4
Teacher Reflection

As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?

Author: Robyn Steinhause
Modified by: Donna Schnupp