Immigration in

America
3rd Grade Social Studies Unit

Kate Pagano

Pacing Guide:
Monday

October 6
Students
will find and
use primary
and
secondary
sources,
such as the
Great Seal,
as well as
other

Tuesday

October 7
Continued
from
yesterday
Students
will use
sources
they found
and write
the
meaning

Wednesday

Thursday

October 1
Read story on
immigration.
Have students
discuss the
reasons people
immigrate,
comparing past
groups to
present groups.
Write a
comparison
statement
developing the
similarities and
differences
between the
past and the
present.
CCSS: W.3.2,
RI.3.1, RI.3.3,
SL.3.1

October 2
Take a
classroom
survey of
what foods
students love
to eat, and
write the
foods on the
board. Assign
one of the
foods to each
student, and
have them
use the
Internet to
find out what
culture their
food comes
from. Discuss
how this food
came to the
United States.
CCSS: W.3.7,
SL.3.1

October 8
Continued from
yesterday
Students will
use sources
they found and
write the
meaning and
significance of E
Pluribus Unum.
CCSS: RI.3.1,

Friday

October 3
Students will
explore the
five regions of
the United
States. Have
students
compare the
cultural
characteristic
s of two
populations in
one of the
five regions of
the United
States by
using a Venn
diagram.
Then, write to
compare and
contrast the
two.
CCSS: W.3.2,
RI.3.1,
RI.3.9,
SL.3.1
October 9
October 10
Read book on Have students
The Great
write to
Seal.
explain the
Discuss the
meaning of
United States
the new seal
Seal and why
they created
it was
yesterday.
designed.
CCSS: W.3.2,
Have
W.3.4
students

artifacts,
books and
technology,
to analyze
the
importance
of E
Pluribus
Unum as a
foundation
of our
nation.
CCSS:
RI.3.1,
RI.3.2,
RI.3.5,
SL.3.1,SL.
3.4
October
13
Have
students
present
their seals
and
explanation
s to the
class. Allow
time for
questions,
answers,
and
discussion.
CCSS:
SL.3.1,
SL.3.2,SL.
3.3, SL.3.4

and
significance
of E
Pluribus
Unum.
CCSS:
RI.3.1,
RI.3.2,
RI.3.5,
SL.3.1,SL.
3.4, W.3.2

RI.3.2, RI.3.5,
SL.3.1,SL.3.4,
W.3.2

create a new
seal or
emblem for
the United
States.
CCSS:
SL.3.1,
W.3.4

October
14
Read
biography
on one
influential
immigrant
and then
have
students
find and
read
biographies
of
American
immigrants
who have
made a
positive
impact on
the nation.
CCSS:

October 15
Continued from
yesterday
Have students
use technology
to produce and
publish an
article about
some
contributions
one of the
individuals has
made that have
influenced
society.
CCSS: RI.3.1,
SL.3.1, W.3.3,
W.3.6, W.3.8

October 16
Continued
from
yesterday
Have
students use
technology to
produce and
publish an
article about
some
contributions
one of the
individuals
has made
that have
influenced
society.
CCSS:
RI.3.1,
SL.3.1,
W.3.3,

October 17
Continued
from
yesterday
Have students
use
technology to
produce and
publish an
article about
some
contributions
one of the
individuals
has made
that have
influenced
society.
CCSS:
RI.3.1,
SL.3.1,
W.3.3,

RI.3.1,
SL.3.1
October
October
20
21
Have
Have
students
students
present
listen to
their
music of
articles.
various
Allow time
cultures.
for
Have them
questions,
develop a
answers,
graphic
and
organizer
discussion.
that
CCSS:
compares
SL.3.1,
and
SL.3.2,SL.
contrasts
3.3, SL.3.4
the
similarities
and
differences
among the
music.
CCSS:
SL.3.1,
RI.3.9,
W.2
October
October
27
28
Introduce
Have
students to
students
what a
work on a
family tree
diagram of
is. Have
their family
them
tree that
research
parents
their own
helped
familys
them fill
personal
out last

W.3.6, W.3.8

W.3.6, W.3.8

October 22
Have students
work in small
groups to
research the
different
cultural and
ethnic groups in
the United
States and
create a collage
based on the
information
gathered.
CCSS: RI.3.1,
RI.3.5, RI.3.7,
SL.3.1, W.3.3

October 23
Continued
from
yesterday
Have
students work
in small
groups to
research the
different
cultural and
ethnic groups
in the United
States and
create a
collage based
on the
information
gathered.
CCSS:
RI.3.1,
RI.3.5,
RI.3.7,
SL.3.1,
W.3.3

October 24
Have students
develop a
class quilt
from their
collages
depicting the
cultural and
social
influences of
immigrant
and ethnic
groups of the
United States.
CCSS:
RI.3.1,
RI.3.5,
RI.3.7,
SL.3.1,
W.3.3

October 29
Continued from
yesterday
Students will
continue to
work on their
family tree and
short story and
hand this in
Monday
November 3rd
for a grade.

October 30
Ellis Island
and State of
Liberty Field
Trip!
CCSS:
SL.3.1,
SL.3.3

October 31
Classroom
Party!
(Parents
Invited)
Have students
bring in
food/music/an
d any other
artifacts from
their culture.
Students

immigration
story.
Introduce a
variety of
research
methods
and have
their
parents
help them
at home
gather
ideas. Read
family tree
story.
CCSS:
RI.3.1,
RI.3.5,
RI.3.8,
SL.3.1,
W.3.3

night. Let
them use
different
resources
in the
classroom
to help
them do
research on
the
different
countries
and their
cultures.
Have
students
write a
short story
about
where their
families
came from.
CCSS:
RI.3.1,
RI.3.5,
RI.3.8,
SL.3.1,
W.3.3
November November
3
4
Have
Have
students
students
present
present
their family their family
tress and
trees and
short
short
stories.
stories.
Allow time
Allow time
for
for
questions,
questions,

CCSS: RI.3.1,
RI.3.5, RI.3.8,
SL.3.1, W.3.3

need to
discuss their
food/music/an
d artifact
choices and
how it
pertains to
their culture.
CCSS:
SL.3.1,
SL.3.2,SL.3.
3, SL.3.4

answers,
answers,
and
and
discussion.
discussion.
CCSS:
CCSS:
SL.3.1,
SL.3.1,
SL.3.2,SL. SL.3.2,SL.
3.3, SL.3.4 3.3, SL.3.4

Pre Assessment: Students will be pre-assessed by having a classroom

discussion of each topic before the lesson is started. Students will be
successful if they are able to contribute to the classroom discussion, ask
questions, and share their prior knowledge.

Formative Assessments: Students will be assessed on their individual

and group projects and presentations. Each project will be assessed for
content accuracy and skill development in terms of writing and reading
comprehension. In group projects every student must say something in order
to get full points for the assignment. (See rubrics below for grading)

United States Seal/Emblem & Presentation Rubric

Category
Seal/Embl
em

Explanatio
n

Presentati
on

Does not
include one.

Missing a lot
elements of
a
seal/emblem

Contains no
explanation.

Contains
little
explanation.

Does not
give an oral
presentation
.

Difficult to
hear, or
talks while
others are
presenting.

Missing
Seal/emble
minor
m are not
elements of missing any
a
elements.
seal/emblem
Has errors
Great
or not
descriptions
enough
and facts of
information. seal/emblem
.
Speaks
Speaks
clearly and
clearly and
loudly but
loudly and
doesnt
listens to
listen to
others
others
presentation
presentation
s

s
respectfully.

respectfully.

American Immigrant Article & Presentation Rubric

Category

Article

Does not
hand in
article.

Missing
minor
contribution
s and how
person has
influenced
society.

Shares
major
contribution
s and how
individual
has
influenced
society.

Presentati
on

Does not
give an oral
presentation
.

Does not
discuss or is
missing
major
contribution
s and how
person has
influenced
society.
Difficult to
hear, or
talks while
others are
presenting.

Speaks
clearly and
loudly but
doesnt
listen to
others
presentation
s
respectfully.

Speaks
clearly and
loudly and
listens to
others
presentation
s
respectfully.

Family Tree, Short Story & Presentation Rubric

Category
Diagram of
family tree
Short Story

10

No Family Tree
Diagram

Missing some
elements of a
family tree

Does not
include a short
story.

Short story in
unorganized
and missing
pieces of where

Contains a title,
labels, and goes
back at least 3
generations
Short story is
clear and
includes where
and how their

Presentatio
n

Does not give

an oral
presentation.

and how their

families came
from.
Difficult to hear,
or talks while
others
presenting.

List of Resources:

The Great Seal of the United States

By Norman Pearl

The Great Seal of the United States

By Joan Sweeney

families came
from. Detailed
and organized.
Speaks clearly
and loudly and
listens to
others
presentations
respectfully.

Journey to Ellis Island: How my Grandfather Came to America

By Carol Bierman

If Your Name was Changed at Ellis Island

By Ellen Levine

When Jessie Came Across the Sea

By Amy Hest

America: An Ellis Island Story

By Amy Hest

The Memory Coat

By Elvira Woodruf

At Ellis Island: A History in Many Voices

By Elvira Woodruf

Island Interviews in their Own Words

By Peter Morton Coan

10

Immigrant Kids
By Russell Friedman

Coming to America the Story of Immigration

By Betsy Maestro

The Story of the State of Liberty

By Betsy Maestro

11

America: A True Story

By Rosalyn Schanzer

Images of America: Ellis Island

By Barry Moreno

Videos on Immigration: BrainPop- Immigration, United States: A Nation of

Immigrants, American Heritage: Immigration to the United States
Websites on Ellis Island:

http://www.ellisisland.org/

http://www.nps.gov/elis/index.htm
http://teacher.scholastic.com/activities/immigration/tour/
Websites on US Immigration history:
http://www.rapidimmigration.com/1_eng_immigration_
history.html
http://kidsite.arapahoelibraries.org/go2.cfm?pid=467
http://www.42explore2.com/migration.htm

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Lesson Title: The Great Seal of the United States

October 9, 2014
Grade: 3rd
Common Core State Standards: W.3.4, SL.3.1
Objective: Students will be able to discuss the diferent symbols in the
United States Seal as well as who designed it, and why it was designed.
Students will create their own seal for the United States and be able to
explain their design in detail.
Materials: Picture of the Great Seal, The Great Seal of the United States, by
Norman Pearl, already made United States Seal (teacher created example),
smart board, blank paper, markers and colored pencils, lined paper, pencils
Procedure:
1. Lesson Introduction/Objective and Purpose:
Ask students if they have ever heard of the United States Great Seal?
Explain that there are symbols used to depict Americans shared
values, principles, and beliefs. Also explain that they will learn about
the Great Seal of the United States and create their own new seal or
emblem for the United States.
1. Teach and Model (Modeling the Thinking):
Show students a Picture of the Great Seal. Discuss how the design of
the first seal of the President of the United States of America was
designed by Benjamin Franklin, John Adams, and Thomas Jeferson at
the request of the Continental Congress and how the sign was
approved on June 20, 1782. Explain the diferent pictures displayed in
the seal and talk about the ones the students already know such as E
Pluribus Unum, meaning Out of Many, one. Explain the other diferent
pictures in the seal: the eagle clutching olive branch in one foot with
13 olives and 13 leaves (symbolizing peace) and 13 arrows in the other
foot (standing for the 13 colonies) the shield- 13 red and white stripes
and how it represents the original 13 colonies and the rays and circle of
clouds also representing the 13 original colonies.
Read The Great Seal of the United States, by Norman Pearl. Allow time
for questions, discussions, and answers.
2. Guided Practice

13

Hand out a blank piece of paper so students can create their own seal
for the United States. Explain to the class how they should draw
diferent pictures and symbols that they find makes the United States
what it is today. Discuss how every picture needs to have a purpose
and reasoning behind it. Display already made seal on the smart board
and discuss how you designed it and the meaning behind the pictures.
Go around the classroom and help students start their seals and
answer any questions.
3. Independent Practice
Students will continue working on their own seal for the United States.
If students finish before the class period is over they can begin to write
about and explain their seal on a separate piece of paper. Make sure
they describe the seal and explain why they choose to incorporate
certain pictures into the seal.
4. Assessment
You will be able to determine if the lesson was a success if students are
able to explain what the United States Great Seal is and create their
own seal in class with a writing explanation of what their seal looks like
and why they choose to incorporate certain pictures into the seal.

14

15

Lesson Title: Family Tree

October 27, 2014

Grade: 3rd
Common Core State Standards: RI.3.1, RI.3.5, RI.3.8, W.3.3, SL.3.1
Objective: Students will research their own ancestry and gain knowledge of
their familys immigrant past and be able to fill out a family tree.
Materials: Already made family tree example, Me and My Family Tree, by Joan
Sweeney, Family Tree Worksheet, smart board, pencils, lined paper

Procedure:
1. Lesson Introduction/Objective and Purpose:
Ask students if they have ever heard of the words family tree? If so,
ask them to name some things they know about family trees. If not,
ask them what it sounds like it is. Explain to students about how all of
us, if we look down the line far enough are immigrants to the Americas,
or at least to a particular state. Tell the students that they are going to
do some research on their own familys personal immigration story.
Introduce a variety of research methods. They can choose how far back
they want the line to go. If their parents came they can tell that story,
if they are adopted they can relate their own story.
2. Teach and Model (Modeling the Thinking):
Show students what a real family tree looks like and talk about what it
represents.
Let me show you what a family tree looks like: Display already made
family tree example.
Discuss the diferent places of birth (states and countries) your family
came from.
Talk about what brought them to the United States and give a brief
summary of their life in their original country. Give examples of
customs, dress, food, traditions, music, and/or religion they brought to
America. Discuss what customs and traditions are further making sure
all students understand these and how they are beneficial in making a
person who he/she is.
Read Me and My Family Tree, by Joan Sweeney. Allow time for
questions, discussions, and answers.

16

3. Guided Practice
Hand out the Family Tree Worksheet. Display the already made family
tree example on smart board. Discuss and model to students how to fill
out their family tree. Go around the room and help students fill out the
information they already know goes in their family tree.
4. Independent Practice
Students will continue working in class on their Family Tree Worksheet
and bring the worksheet home to have their parents help them fill out
the rest of the worksheet. If students are done filling out their family
tree worksheet, or at least as much as they can do so in class, have
them color the worksheet for the remainder of the class period.
5. Assessment
You will be able to determine if the lesson was a success if students are
able to explain what a family tree is and complete their family tree in
class and continue to do so at home with their parents.

17

Family Tree Worksheet: