GRADE LEVEL
Grades 2-4

TIME ALLOTMENT
Two 45-minute class periods

OVERVIEW
In the 2010 series FACES OF AMERICA, Dr. Henry Louis Gates, Jr. provides celebrity guests with information about their ancestry, based on documents, photographs and other materials from the past.

This hands-on, media-enhanced lesson will challenge students to gather clues about the past through photographs, drawings and other primary source materials. In the Introductory Activity, students will work together to gather information from photographs. In the Learning Activities, students will explore video segments from FACES OF AMERICA and discuss how celebrity guests gained new insights into their family history through the help of primary sources. In an optional activity, students can learn about the Chinese tradition of preserving family histories and can also create a project to record important events in their own lives. Students will also examine American Indian Winter Counts and compare how individuals used images to record important events. For the Culminating Activity, students will chronicle important events in their week through the use of drawings.

SUBJECT MATTER
Social Studies; American History

LEARNING OBJECTIVES
Students will be able to:

• Explain what type of information we can learn from photographs;
• Draw conclusions about people and places from the past, through exploration of photos;
• Explain how people can learn more about their family history through the use of historical records;
• Describe how American Indians used drawings to describe important events;
• Explain the meaning of at least three Lakota Winter Count drawings;
• Describe what a Winter Count is and explain how American Indians used images to describe and record important events;
• Chronicle important events in their week through drawings;
• Create a journal, scrapbook, photo album, website or other project to preserve important events in their own lives. (Optional)

STANDARDS
History Standards for Grades K-4

Historical Thinking
Standard 1/ Chronological Thinking: The student thinks chronologically; therefore, the student is able to interpret data presented in timelines.

Standard 2/ Historical Comprehension: The student comprehends a variety of historical sources; therefore, the student is able to draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings in order to clarify, illustrate, or elaborate upon information presented in the historical narrative.

Standard 4/ Historical Research Capabilities: The student conducts historical research; therefore, the student is able to obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films; and so on.

Content Standards
Topic One: Living and Working Together in Families and Communities, Now and Long Ago/ Standard 1B: The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values; therefore the student is able to explain the ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language. [Obtain historical data]

Topic Three: The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage /Standard 5A: Demonstrate understanding of the movements of large groups of people into his or her own and other states in the United States now and long ago. Therefore, the student is able to draw upon data from charts, historical maps, nonfiction and fiction accounts, and interviews in order to describe “through their eyes” the experience of immigrant groups. Include information such as where they came from and why they left, travel experiences, ports of entry and immigration screening, and the opportunities and obstacles they encountered when they arrived in America. [Appreciate historical perspectives]

MEDIA COMPONENTS
Video
FACES OF AMERICA, selected segments

Clip 1: Yamaguchi Photos
Kristi learns about her father’s parents through photos.

Clip 2: Journey from Jamaica
Poet Elizabeth Alexander learns how her grandfather came to the US from Jamaica.

Clip 3: Ma Family History
This segment explores Yo-Yo Ma’s family history and how it was preserved.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites:
For Learning Activity 1:
Lakota Winter Counts: An Online Exhibit
This online interactive exhibit, on the National Museum of Natural History’s website, enables users to explore traditional Lakota Winter Counts.

MATERIALS
For the class:

• Computers with internet access for the Winter Count Activity in Learning Activity 2 (Note: This activity can either be conducted with one computer or by dividing students into small groups and using multiple computers.)
• Computer, Projection screen, and speakers (for class viewing of online/downloaded video clips)
• “The Past through Pictures” Game (download here) (See “Prep for Teachers” section for details.)

For each student:

• “My Week in Drawings” Organizer (download here)

PREP FOR TEACHERS
Prior to teaching this lesson, you will need to:

Preview all of the video segments used in the lesson. Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Explore the Lakota Winter Counts: An Online Exhibit website to familiarize yourself with its functionality and content. Bookmark the website on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location. (Note: You may conduct the Winter Count activity on one central computer in your classroom or on multiple computers, where students can work together in small groups. Bookmark the website on each computer you plan to use for this activity.)

Print out “The Past in Pictures” Game, making enough copies so that each pair of students has one of the cards. Note: There are 12 cards per game. Therefore, if you have 24 students or less, you will need one set of game cards. If you have more than 24 students, you will need enough cards so that each group gets one. Feel free to omit some of the cards, as desired. However, if you use one photo in a category (such as “weddings”) make sure to distribute the other photo in that category so that students may compare and contrast the two photos.

Next: Proceed to Learning Activities

Lesson plans for FACES OF AMERICA were created by the LAB@Thirteen, Thirteen’s Community and Educational Outreach Department.

GRADE LEVEL
Grades 5-7

TIME ALLOTMENT
Three 45-minute class periods (excluding homework time)

OVERVIEW
In the 2010 PBS series FACES OF AMERICA, Harvard professor Dr. Henry Louis Gates, Jr. states, “if you scratch an American family, sooner or later, you’ll find an immigrant ancestor.” Between 1820 and 1924, no less than 36 million people migrated to the United States. . .but America’s immigrant history is much vaster than that statistic. The country has been an immigrant destination throughout its history, a trend which continues to the present day, with immigrants from across the globe making the United States their home.

In this lesson, students will explore the history of this nation of immigrants. In the Introductory Activity, students will identify their own countries of heritage, as well as those of their classmates. Students will then identify ethnic groups that migrated to the United States during various historic “waves” of immigration. In the Learning Activities, students will explore video segments from FACES OF AMERICA to develop an understanding of key motivations for immigration, and explore online resources to examine specific immigrant experiences from various points in American history. In the Culminating Activity, students will utilize their historical knowledge and examination of case studies to develop a brief narrative summarizing the experiences, aspirations, and emotions of a hypothetical immigrant to the United States in the past or the present. This lesson is best used as an introduction to a unit on immigration, or as a stand-alone educational experience to enhance viewing of FACES OF AMERICA.

SUBJECT MATTER
Social Studies; American History

LEARNING OBJECTIVES

Students will be able to:
• Articulate that the United States is a nation of immigrants, and that America’s immigrant past is reflected in our language, culture, and traditions;
• Identify their own countries of heritage on a world map;
• Describe the historic waves of immigration to the United States, and the countries related to those waves;
• Explain motivations and rationale for immigration to the United States at various points through its history;
• Provide specific examples of historic and contemporary immigrant experiences;
• Compare and contrast the experiences of historic and contemporary immigrants to the United States.

STANDARDS
History Standards for Grades 5-12

Historical Thinking
Standard 2:
The student comprehends a variety of historical sources; therefore, the student is able to draw upon data in historical maps; in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the place, and critical relationships in the spatial distributions of those features and the historical event occurring there, and draw upon visual, literary, and musical sources including: (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and, (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative.

Standard 3:
The student engages in historical analysis and interpretation; therefore, the student is able to consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears; and draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries.

Standard 4:
The student conducts historical research; therefore, the student is able to formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past; obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators, and employ quantitative analysis in order to explore such topics as changes in family size and composition, migration patterns, wealth distribution, and changes in the economy, and support interpretations with historical evidence in order to construct closely reasoned arguments rather than facile opinions.

Era 6: The Development of the Industrial United States (1870-1900)
Standard 2:
Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity. Therefore, the student understands the sources and experiences of the new immigrants.

MEDIA COMPONENTS
Video
FACES OF AMERICA, selected segments
Clip 1: Opportunity Beckoned in the New World
This segment details the immigration of Stephen Colbert’s German ancestors to Pennsylvania in the early 1700s.

Clip 2: Tenant Farmers
This segment details the difficult living conditions faced by Stephen Colbert’s Irish ancestors.

Clip 3: “A Very Sad Period in Irish History”
This segment details the catastrophic effects of the Irish Potato Famine.

Clip 4: Pioneers of the American West
Chef Mario Batali learns about his ancestors who left Italy for the American West.

Clip 5: To Hawaii from Japan
This segment reveals the circumstances that led Kristi Yamaguchi’s grandfather to move from Japan to Hawaii.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites:
For the Introductory Activity:

Immigration Explorer
This interactive map depicts how foreign-born groups settled across the United States.

National Geographic Map Machine
An online interactive atlas that enables users to locate nearly any place on Earth, as well as search for and print historical, weather, and population maps.

For the Learning Activity:
Scholastic: Stories of Immigration
This website features statistics on immigration, profiles of immigrants to the United States from the past and the present, and an interactive tour of Ellis Island. The Realplayer plug-in, available for free download at www.real.com, is required for this website.

MATERIALS
For the class:

• Computers with internet access
• Computer, Projection screen, and speakers (for class viewing of online/downloaded video clips)
• Chalkboard of whiteboard
• A world map
• “Where Did It Come From?” Quiz Answer Key (download here)
• “Waves of US Immigration” Answer Key (download here)

For each pair of students:

• “Where Did It Come From?” Quiz (download here)

For each student:

• “Waves of US Immigration” organizer (download here)
• Small “sticky notes” or flags
• “Immigrants: Past and Present” organizer (download here)
• “A Letter Home” template (download here)

PREP FOR TEACHERS
Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson. Examine the Immigration Explorer website to familiarize yourself with its functionality, and examine the stories on the Scholastic website to familiarize yourself with the immigrant experiences.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the websites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Print out the “Where Did It Come From?” Quiz Answer Key and the “Waves of US Immigration” Answer Key for your reference.

Print out the “Waves of US Immigration,” “Immigrants: Past and Present,” and “A Letter Home” organizers and make copies for your students. Make copies of the “Where Did It Come From?” Quiz for each pair of students in your class.

Next: Proceed to Lesson Activities

Lesson plans for FACES OF AMERICA were created by the LAB@Thirteen, Thirteen’s Community and Educational Outreach Department.

GRADE LEVEL
Grades 7-9

TIME ALLOTMENT
Two 45-minute class periods

SUBJECT MATTER
Social Studies, American History

OVERVIEW
This media-enhanced lesson plan will use clips from Dr. Henry Louis Gates Jr.’s PBS series FACES OF AMERICA to explore the hostile reception immigrants have often received from anti-immigrant “nativists” in an America not always eager to accept them and the change they represent.

An Introductory Activity will introduce students to the larger historical patterns and forces of immigration throughout American history, as well as anti-immigrant sentiments manifested in contemporary America. In the Learning Activities, students will learn about the history of anti-immigrant sentiment directed towards Germans, Irish, Chinese, Japanese and other ethnicities from the mid 18th to early 20th century by analyzing images, music lyrics, and video segments from FACES OF AMERICA. As a Culminating Activity, students will write letters to hypothetical immigrants to America from the top ten immigrant-sending nations, in which they will both welcome the newcomers, warn them of the anti-immigration sentiment they may experience, and offer advice on how they might best avoid it.

This lesson is best used as an introduction to a unit on immigration, or as a stand-alone educational experience to enhance viewing of FACES OF AMERICA.

LEARNING OBJECTIVES

Students will be able to:

• Describe the major patterns and forces of immigration throughout American history;
• Analyze the origins and motivations of ethnic stereotyping of immigrants;
• Define major pieces of congressional legislation which affected immigration policy throughout American History;
• Detect parallels between the current immigration debate and the history of various anti-immigration movements throughout American history.

LEARNING STANDARDS
Standards available online at: http://nchs.ucla.edu/standards/thinking5-12_toc.html

Historical Thinking Standards for Grades 5-12

Standard 1
The student thinks chronologically:
Therefore, the student is able to

• Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change.

Standard 2
The student comprehends a variety of historical sources:
Therefore, the student is able to

• Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and groups involved–their probable values, outlook, motives, hopes, fears, strengths, and weaknesses.
• Appreciate historical perspectives–the ability (a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded–the values, outlook, options, and contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of present-day norms and values.
• Draw upon the visual, literary, and musical sources including: (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and, (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative.

Standard 3
The student engages in historical analysis and interpretation:
Therefore, the student is able to

• Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries.

STANDARDS IN HISTORY FOR GRADES 5-12

Era 4, Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions

Era 6, Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity

Era 10, Standard 2: Economic, social, and cultural developments in contemporary United States

MEDIA COMPONENTS

FACES OF AMERICA, selected segments

Clip 1: A Colony of Aliens
This segment reveals Ben Franklin’s objection to German immigrants in colonial Pennsylvania.

Clip 2: Who’s White?
In this segment Queen Noor learns of her Syrian ancestors’ legal claim that for naturalization purposes they should be considered white rather than Asian.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites

“The Peopling of America”
An interactive from the Statue of Liberty-Ellis Island Foundation exploring immigration patterns and the forces behind them throughout American history.

“Anti-Irish Cartoons”
An archive of captioned 19th century anti-Irish cartoons from the Center for History and New Media.

“Anti-Chinese Songs”
Annotated transcriptions from Columbia University of two popular anti-Chinese songs of the 19th century.

MATERIALS

For the class:
• Computer, projection screen, and speakers (for class viewing of online/downloaded video clips)
• “The Peopling of America” student organizer answer key (download here)

For each group of 3-5 students:
• Computer with internet access
• “The Peopling of America” student organizer (download here)

PREP FOR TEACHERS
Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the websites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal ) will allow you to organize all the links in a central location.

Print out a copy of “The Peopling of America” student organizer for each group of 3-5 students and one answer key for your own use.

Next: Proceed to Lesson Activities

Lesson plans for FACES OF AMERICA were created by the LAB@Thirteen, Thirteen’s Community and Educational Outreach Department.

GRADE LEVELS
9-12

TIME ALLOTMENT
3 – 4 45-minute class periods

OVERVIEW
One of our strongest desires as humans is to know our roots – where we came from, and why we are the way we are. In recent years, we have been able to discover more information about ourselves than ever before, thanks to the sequencing of the human genome. Biologists, geneticists, historians and genealogists have all studied this fascinating and complex structure to find out what it can tell us about ourselves and our origins.
This lesson, using clips from the PBS series FACES OF AMERICA, explores the various types of genetic information contained in the human genome. The Introductory Activity examines the structure and composition of chromosomes and DNA, and can be used as a review or introduction to the topic. Following that, students will participate in a hands-on activity reviewing basic Mendelian genetics and the difference between genotype and phenotype. Students will also learn about different ways of tracing ancestry through DNA, and apply that to patterns of human migration and genetic population sets known as haplogroups. In the Culminating Activity, students will develop methods for determining the genetic heritage of their class, school, or community.

SUBJECT MATTER
Life Science, Biology, Genetics

LEARNING OBJECTIVES
Students will be able to:
• Identify chemical and structural properties of DNA;
• Define “genotype” and “phenotype,” and explain the difference between the two;
• Describe how Y-chromosome DNA and mitochondrial DNA are used to trace ancestry and family lineage;
• Recognize and identify discrete population groups and paths of human migration;
• Develop a scientific investigation to determine the ethnic heritage of a large group of people.

STANDARDS
National Science Education Standards

SCIENCE AS INQUIRY
Content Standard A
As a result of activities in grades 9–12, all students should develop:
• Abilities necessary to do scientific inquiry

o Identify questions and concepts that guide scientific investigations.

• Understandings about scientific inquiry

o Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.
o Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.
o Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists. In communicating and defending the results of scientific inquiry, arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge. In addition, the methods and procedures that scientists used to obtain evidence must be clearly reported to enhance opportunities for further investigation.

Life Science
Content Standard C
As a result of their activities in grades 9-12, all students should develop understanding of:
• The cell

o Cells store and use information to guide their functions. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires.

• Molecular basis of heredity

o In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular ”letters”) and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome.
o Most of the cells in a human contain two copies of each of 22 different chromosomes. In addition, there is a pair of chromosomes that determines sex: a female contains two X chromosomes and a male contains one X and one Y chromosome. Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual. The fact that the human body is formed from cells that contain two copies of each chromosome—and therefore two copies of each gene—explains many features of human heredity, such as how variations that are hidden in one generation can be expressed in the next.
o Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism’s offspring.

• Biological evolution

o The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors.

MEDIA COMPONENTS
Video:

Clip 1: Frenetic Genetics
This segment includes examples of the types of genetic information contained in the human genome – physical traits, behaviors, and propensity for diseases.

Clip 2: All in the Family
This segment details the process of documenting family history and tracing lineage back through maternal and paternal lines.

Clip 3: Migration Sensations
This segment details the process of human migration through haplogroups, and shows the haplogroups of some of the series’ guests.

Clip 4: A Piece of the Pie
This segment covers what DNA can tell us about our ethnic identities that regular genealogy might not.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites:
NOVA Online | Cracking the Code of Life | Journey into DNA
This interactive explores the structure of DNA, and DNA’s relationship to the human body as a whole.

National Geographic Genetic Signposts
An online interactive developed for the Genographic Project that explains the different types of DNA passed down through generations.

Tracing Ancestry with mtDNA
This chart shows the genetic relationships between 16 individuals over six generations.

Population Genetics
This online interactive shows users how DNA mutations affect future generations.

Atlas of the Human Journey
This interactive timeline provides a comprehensive overview of the major y-chromosome DNA and mtDNA haplotypes found in humans over the past 200,000 years.

MATERIALS
For each student:
• Journey into DNA Student Organizer (download here)
• What’s Your Genotype? Student Organizer (download here)
• Atlas of the Human Journey Student Organizer (download here)
• Genetic Heritage Investigation Student Organizer (download here)
• Computer, if available

For each pair or group:
• Computer, if not available for each student

For the class:
• Computer, projector, screen
• Interactive whiteboard or overhead projector
• Journey into DNA Student Organizer Answer Key (download here)
• What’s Your Genotype? Student Organizer Answer Key (download here)
• Atlas of the Human Journey Student Organizer Answer Key (download here)

PREP FOR TEACHERS:
Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video segments used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection. Make sure the Flash plug-in (available free at www.adobe.com) is downloaded and installed on each computer that you or your students will be using in the lesson.

Bookmark the websites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Print enough copies of each organizer for each student in your class, and print the answer keys for your reference.

Note: In order to effectively conduct Learning Activity 3, class must have access to a computer lab or computers in the classroom. Students must be able to work at computers individually, in pairs, or in groups.

Next: Proceed to Lesson Activities

Lesson plans for FACES OF AMERICA were created by the LAB@Thirteen, Thirteen’s Community and Educational Outreach Department.