{"id":16,"date":"2010-01-12T11:04:55","date_gmt":"2010-01-12T16:04:55","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/facesofamerica\/?p=16"},"modified":"2010-01-15T14:00:29","modified_gmt":"2010-01-15T19:00:29","slug":"lesson-overview","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/facesofamerica\/for-educators\/lesson-overview\/16\/","title":{"rendered":"Lesson Overview"},"content":{"rendered":"

(Click here<\/a> for a printer-friendly version of this lesson.)<\/p>\n

GRADE LEVEL<\/strong>
\nGrades 5-7<\/p>\n

TIME ALLOTMENT <\/strong>
\nThree 45-minute class periods (excluding homework time) <\/p>\n

OVERVIEW<\/strong>
\nIn the 2010 PBS series FACES OF AMERICA, Harvard professor Dr. Henry Louis Gates, Jr. states, \u201cif you scratch an American family, sooner or later, you\u2019ll find an immigrant ancestor.\u201d Between 1820 and 1924, no less than 36 million people migrated to the United States. . .but America\u2019s 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. <\/p>\n

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 \u201cwaves\u201d 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. <\/p>\n

SUBJECT MATTER <\/strong>
\nSocial Studies; American History <\/p>\n

LEARNING OBJECTIVES <\/strong><\/p>\n

Students will be able to:
\n\u2022\tArticulate that the United States is a nation of immigrants, and that America\u2019s immigrant past is reflected in our language, culture, and traditions;
\n\u2022\tIdentify their own countries of heritage on a world map;
\n\u2022\tDescribe the historic waves of immigration to the United States, and the countries related to those waves;
\n\u2022\tExplain motivations and rationale for immigration to the United States at various points through its history;
\n\u2022\tProvide specific examples of historic and contemporary immigrant experiences;
\n\u2022\tCompare and contrast the experiences of historic and contemporary immigrants to the United States. <\/p>\n

STANDARDS
\nHistory Standards for Grades 5-12<\/strong><\/a><\/p>\n

Historical Thinking<\/em>
\nStandard 2:
\nThe 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. <\/p>\n

Standard 3:
\nThe 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. <\/p>\n

Standard 4:
\nThe 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. <\/p>\n

Era 6: The Development of the Industrial United States (1870-1900)<\/em>
\nStandard 2:
\nMassive 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. <\/p>\n

MEDIA COMPONENTS
\nVideo
\nFACES OF AMERICA, <\/strong>selected segments
\nClip 1: Opportunity Beckoned in the New World
\nThis segment details the immigration of Stephen Colbert\u2019s German ancestors to Pennsylvania in the early 1700s.<\/p>\n

Clip 2: Tenant Farmers
\nThis segment details the difficult living conditions faced by Stephen Colbert\u2019s Irish ancestors. <\/p>\n

Clip 3: \u201cA Very Sad Period in Irish History\u201d
\nThis segment details the catastrophic effects of the Irish Potato Famine.<\/p>\n

Clip 4: Pioneers of the American West
\nChef Mario Batali learns about his ancestors who left Italy for the American West.<\/p>\n

Clip 5: To Hawaii from Japan
\nThis segment reveals the circumstances that led Kristi Yamaguchi\u2019s grandfather to move from Japan to Hawaii.<\/p>\n

Access the streaming and downloadable video segments for this lesson at the Video Segments Page<\/a>.<\/p>\n

Websites:<\/strong>
\nFor the Introductory Activity: <\/em><\/p>\n

Immigration Explorer<\/a>
\nThis interactive map depicts how foreign-born groups settled across the United States. <\/p>\n

National Geographic Map Machine<\/a>
\nAn 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.<\/p>\n

For the Learning Activity: <\/em>
\nScholastic: Stories of Immigration<\/a>
\nThis 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<\/a>, is required for this website. <\/p>\n

MATERIALS<\/strong>
\nFor the class:<\/p>\n

\u2022\tComputers with internet access
\n\u2022\tComputer, Projection screen, and speakers (for class viewing of online\/downloaded video clips)
\n\u2022\tChalkboard of whiteboard
\n\u2022\tA world map
\n\u2022\t\u201cWhere Did It Come From?\u201d Quiz Answer Key (download here<\/a>)
\n\u2022\t\u201cWaves of US Immigration\u201d Answer Key (download here<\/a>) <\/p>\n

For each pair of students:<\/p>\n

\u2022\t\u201cWhere Did It Come From?\u201d Quiz (download here<\/a>)<\/p>\n

For each student: <\/p>\n

\u2022\t\u201cWaves of US Immigration\u201d organizer (download here<\/a>)
\n\u2022\t Small \u201csticky notes\u201d or flags
\n\u2022\t\u201cImmigrants: Past and Present\u201d organizer (download here<\/a>)
\n\u2022\t\u201cA Letter Home\u201d template (download here<\/a>)<\/p>\n

PREP FOR TEACHERS<\/strong>
\nPrior to teaching this lesson, you will need to:<\/p>\n

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. <\/p>\n

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom\u2019s Internet connection.<\/p>\n

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

Print out the \u201cWhere Did It Come From?\u201d Quiz Answer Key and the \u201cWaves of US Immigration\u201d Answer Key for your reference. <\/p>\n

Print out the \u201cWaves of US Immigration,\u201d \u201cImmigrants: Past and Present,\u201d and \u201cA Letter Home\u201d organizers and make copies for your students. Make copies of the \u201cWhere Did It Come From?\u201d Quiz for each pair of students in your class. <\/p>\n

Next: Proceed to Lesson Activities<\/a><\/strong><\/p>\n


\nLesson plans for FACES OF AMERICA<\/em> were created by the LAB@Thirteen, Thirteen\u2019s Community and Educational Outreach Department.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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