1. Lesson Plan Template <br />based on Understanding by Design by Jay McTighe and Grant Wiggins<br />Title of Lesson: Immigration to the United StatesAuthor: Anthony GiordanoGrade Level: 11 School: North Haven High SchoolTime Estimated: 5 classes 82 Minutes each<br />Brief OverviewThis multi-day lesson is an inquiry based approach for students to be able to use primary source images and political cartoon in order to formulate a historical question to research.Historical Inquiry QuestionWhy have people regarded America as the “land of opportunity?”To what extent did “push” and “pull” factors have to do with migration to the U.S.?Content KnowledgeWhat specific content knowledge will students acquire as a result of this lesson?As a result of this lesson, students will know: The country of origin/what it was like to live in the native/original countryWhy people decided to move to the U.S.What their expectations were of the U.S. and the reality that they encountered The types of jobs that they workedThe places in which they settledAny discrimination/prejudice that they facedHow life and their social status changed over timeGender, age, and family rolesExamples of assimilation/cultural diffusionSocial, political, economic, and cultural experiences/influencesThe influence of the ethnic group today (conclusion)SkillsAs a result of this lesson, students will be able to:-Formulate research questions to investigate topics in history, identify possible answers, and use historical methods of inquiry and literacy skills to select, organize, analyze, synthesize, and interpret sources, and present findings. (National Standard Processes)-Research and analyze past periods, events, and recurring issues, using a variety of primary sources (e.g., documents, letters, artifacts, and testimony), as well as secondary sources; validate and weigh evidence for claims, check the usefulness and degree of reliability of sources, and evaluate different interpretations in order to develop their own interpretation supported by the evidence. (National Standard Processes)CT Standards Addressed1.6.31. Explain how environmental factors cause human movement (e.g., drought, disease, natural disasters).1.6.33. Analyze migration patterns within and among nations.1.6.34. Analyze human factors that cause migration (e.g., imperialism, discrimination, war, economic opportunity, genocide).1.6.35. Compare and contrast migration’s impact on the country of origin and country of settlement.2.1.1 Find relevant and accurate information from a variety of sources to answer a history/social studies question.2.2.2 Choose valid sources and provide evidence to answer a history/social studies question.2.2.3. Cite evidence from a source to determine an author’s purpose and intended audience.2.2.5 Interpret social/political messages of cartoons.2.2.6 Detect bias in data presented in various forms.Other CT standards can be found at: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/ssfrmwk_10-6-09.pdfPrior KnowledgeStudents need no prior knowledge other than the basic idea that almost all Americans’ ancestors have migrated here from another place in the world.Basic high school level reading and writing skills are also required.Resources needed-Images are contained in attached Power Point Presentation.-Analyzing Primary Source Lesson handout-Teacher computer access, LCD Projector-Library and Computer Access for studentshttp://www.loc.gov/topics/americanhistory.phpProcess of LessonHook/Warm Up: The images are powerful and interesting enough to capture the students’ attention. Students should be slightly confused as to what they are looking at as they walk into the classroom with the slide show running. They will be asked to take their seat and follow the instructions on their desk. On their desk will be the Analyzing Primary Source Handout.Inquiry Activity: Students will record their observations, reflections and questions on the handout. They will develop essential questions to research with guidance from the teacher. They should naturally arrive at the historical inquiry questions above. This discussion will establish the basis for students to choose one ethic group to research.The remaining class periods should be utilized assisting students researching in the library and using primary documents from the Library of Congress.Application Activity: Students will create a formal research paper to be submitted after the 5 class meetings.EvaluationRubric attachedPossibilities for DifferentiationQuestions and Rubrics may be varied according to individual student needs. See modified rubric attached.<br />Name _______________________________ Date____________ Class ______ U.S. History <br />Research Paper: Immigration<br />Essential Questions: <br />Why have people regarded America as the “land of opportunity?”<br />To what extent did “push” and “pull” factors have to do with migration to the U.S.?<br />Why did your chosen ethnic group migrate to the United States?<br />Task: <br />Using your research on your chosen ethnic group, write a 4-5 page paper (minimum) explaining why they came to America. You need to focus on one country/nation during a time of mass immigration. In both research and writing, you should use a chronological approach and work in stages. <br />A. The first stage of your paper would be to explain what conditions (political, economic, social) were like in the “old” country. <br />B. After “framing” the situation facing your chosen group, then reveal your research as to how and why those factors “pushed” people out. Why did they leave their homeland behind? <br />C. Understanding that these emigrants could have gone anywhere, the next stage would be to explain why they chose to come to the United States. What factors “pulled” people into America? <br />D. And finally, you should explore what life was like for immigrants in this “new” country.<br /> Be sure to include the following elements in your paper:<br />The country of origin/what it was like to live in the native/original country<br />Why people decided to move to the U.S.<br />What their expectations were of the U.S. and the reality that they encountered <br />The types of jobs that they worked<br />The places in which they settled<br />Any discrimination/prejudice that they faced<br />How life and their social status changed over time<br />Gender, age, and family roles<br />Examples of assimilation/cultural diffusion<br />Social, political, economic, and cultural experiences/influences<br />The influence of the ethnic group today (conclusion)<br />Grading:<br />This paper will count as a test grade. Review the rubric on the back for specific areas of assessment.<br />Format:<br />Proper MLA format must be used. This includes both format for internal and bibliographic citations, as well as the overall format of your research paper. There are style guides located in the library and online. <br />Sources: A minimum of three book sources must be used. There are books on reserve in the school library for this project. You should also visit local town libraries where you can take books out. You must also use primary resources from the Library of Congress. http://www.loc.gov/topics/americanhistory.php. Be careful of internet research as you must only use credible websites. Ask your instructor if you have a question about a potential website. And of course, be sure to cite all sources that you use.<br />Due Date:_________________________<br />Name______________________________ Date________________ Class_______ U.S. History <br />Historical Research Paper Rubric <br />InadequateNeeds ImprovementAcceptableExcellentPoints25%50%75%100%Introduction-does not establish topic -little background information-unclear topic or significance-limited background information-establishes topic and historical significance -presents some background information-clearly establishes topic and historical significance -presents necessary background information/8Thesis-communication’s purpose is unknown -is unrelated to topic- communication’s purpose is unclear-offers limited explorability-needs better focus-somewhat defines the communication’s purpose -is explorable and based in inquiry-clearly defines the communication’s purpose -is insightful, explorable and grounded in inquiry/12Organization-paper lacks clear and logical development of ideas with weak/no transitions between ideas/paragraphs-somewhat clear and logical development of subtopics with some transitions between ideas/paragraphs-clear and logical subtopic order that supports thesis with good transitions between ideas/paragraphs-ideas and evidence develop logically throughout -smooth transitions between paragraphs-excellent structure/8Support-limited information on topic with lack of research, details or historically accurate evidence-some aspects of paper is researched with some accuracy from limited sources-paper is well researched in detail with accurate and critical evidence from a variety of sources-is exceptionally researched, extremely detailed with critical evidence from a wide variety of sources/16Analysis-limited connections made between evidence, subtopics, and thesis/topic-lack of analysis-some connections made between evidence, subtopics, and thesis/topic-attempts at analysis made-connections made between evidence, subtopics, and thesis/topic-good analysis-successfully integrates writer’s ideas with ideas from the sources. -clear connections made between evidence, subtopics, and thesis. /16Grammar-inconsistent grammar, poor proofreading, does not follow correct format-some errors in grammar, better proofreading needed, some correct format -mostly proper grammar, proofread, follows correct format-good usage of standard English-clear, fluent sentences contain correct spelling and punctuation usage. -excellent usage of standard English/8Internal Citations -inconsistent use of citations with limited details and improper format-sometimes inconsistent use of citations with limited details-consistent and correct format of citations with good details-proper format and good details used throughout, all sources shown with wide variety /12Conclusion-unclear paragraph with no main ideas and no “afterthought”-incomplete paragraph with limited main ideas and leaves some “afterthought”-paragraph restates main ideas and leaves the reader with a relevant “afterthought-paragraph creatively rewords main ideas and leaves the reader with a significant “afterthought”/8Works Cited-complete lack of correct number and type of sources-few or unacceptable sources used-consistent lack of proper format-Minimum number and type of sources used-mostly proper MLA format-Excellent number and type of sources used-proper MLA format/12Comments:Total /100<br />Name______________________________ Date________________ Class_______ U.S. History <br />Historical Research Paper Rubric for ELL or Special Education Students<br />Needs ImprovementAcceptableExcellentPoints0-74%75-84%85-100%Introduction-does not establish topic -little background information-unclear topic or significance-limited background information-establishes topic and historical significance -presents some background information/8Thesis-communication’s purpose is unknown -is unrelated to topic- communication’s purpose is unclear-needs better focus-somewhat defines the communication’s purpose -is explorable and based in inquiry/12Organization-paper lacks clear and logical development of ideas with weak/no transitions between ideas/paragraphs-somewhat clear and logical development of subtopics with some transitions between ideas/paragraphs-clear and logical subtopic order that supports thesis with good transitions between ideas/paragraphs/8Support-limited information on topic with lack of research, details or historically accurate evidence-some aspects of paper is researched with some accuracy from limited sources-paper is well researched in detail with accurate and critical evidence from a variety of sources/16Analysis-limited connections made between evidence, subtopics, and thesis/topic-lack of analysis-some connections made between evidence, subtopics, and thesis/topic-attempts at analysis -connections made between evidence, subtopics, and thesis/topic-good analysis/16Grammar-inconsistent grammar, poor proofreading, incorrect format-some errors in grammar, better proofreading needed, some correct format -mostly proper grammar, proofread, follows correct format-good usage of English/8Internal Citations -inconsistent use of citations with limited details and improper format-sometimes inconsistent use of citations with limited details-consistent and correct format of citations with good details/12Conclusion-unclear paragraph with no main ideas and no “afterthought”-incomplete paragraph with limited main ideas and leaves some “afterthought”-paragraph restates main ideas and leaves the reader with a relevant “afterthought/8Works Cited-complete lack of correct number and type of sources-few or unacceptable sources used-consistent lack of proper format-Minimum number and type of sources used-mostly proper MLA format/12Comments:Total /100<br />