GOALS/ DESIRED RESULTS

1. Philosophy/ Broader Aims

This lesson aims to introduce immigration in the United States around the turn of the 20th century. To
begin the unit students will first look at why people are immigrating to the US and compare their
motivations with those of modern day immigrants coming from Latin America. Students should come
away from this lesson understanding that people migrate for a reason whether it is to avoid
persecution or to find more economic opportunities. It is essential that students understand why
people make such hard decisions and what events lead them to make such a migration.

2. Standards *
SS.G.4.9-12: Evaluate how political and economic decisions have influenced cultural and environmental
characteristics of various places and regions

SS.H.7.9-12: Identify the role of individuals, groups, and institutions in people’s struggle for safety,
freedom, equality and justice.

3. Learning Objectives *
Learning Objectives associated with the content standards. These should be clear, specific, and measurable.

Students will be able to explain people's motivations for migrating to the united states between 1880-
1930

Students will be able to compare and contrast modern modern day immigration to the United States
with European imigration between 1880-1930.

4. Essential Questions

What motivates people to leave their homes and immigrate to the United States?

ASSESSMENT
5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of assessment, both
formative and summative, and what is being assessed

Informal formative assessment of class discussion on modern immigration to determine if students

understand key points about current motivations to migrate to the US. Formative graphic organizer
that will be collected and evaluated to ensure students understanding of the two groups motivations to
migrate here. Formative exit slip to determine how the students engage with what they have learned.

LEARNING PLAN
6. Instructional Resources and Materials *
Instructional resources and materials (including technology) used to engage students in learning. If technology is
used, be sure to indicate how it enhances the lesson.
https://www.usatoday.com/story/news/2018/06/25/immigrant-family-separation-why-flee-home-
countries/729013002/

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigrati
on/italian3.html

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigrati
on/polish5.html

Graphic organizer (attached below)

7. Instructional Strategies/ Learning Tasks *

Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs. This step-by-step process should indicate how much time you intend each segment to take
and should be detailed enough that a substitute teacher could teach your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the 5E model; POE; etc.)

What teacher and students will be doing Points of evaluation

Introduction:

For an introduction we will watch a video about the migrant crisis on

the US southern border. Students will be asked to think about why
families are making the journey and sacrifices to travel to the US.
(5 minutes) Formative assessment of
class discussion to
Lesson: determine if students
understand key points.
After we watch the video we will have a short discussion on why
students believe so many people are migrating to the US from Latin
America (5 minutes)

We will then transition into the new unit of European imigration. We

will begin with a short powerpoint presentation revolving around the
theme of people seeking new opportunities and fleeing oppression. We
will briefly cover some statistics of where and how many people came
in this time period.
(10 minutes)

Activity: Students will read two articles one showing Jewish motivation Formative graphic organizer
for moving to the US and one looking at Italian motivation for coming to that will be collected and
the US. They will complete a graphic organizer comparing the two evaluated to ensure
groups. (20-25 minutes) students' understanding.

Closure:

In the last few minutes of class students will be asked to compare the
jewish and italian motivations with the modern day immigrants from
Latin America. They should write down their ideas and turn this in as an Formative exit slip that
exit slip. (5-10 minutes) determines how well
students grasp the material.

8. Adaptations and Extensions

Describe accommodations for students with disabilities, adaptations for ELLs, extensions for gifted learners, or
other modifications to support learning for all students.

Students who need extra time reading will be provided the readings the day before. There is a co
teacher who works with students that have IEPs.

9. References *
List citations for materials used.

Documents from library of congress

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigrati
on/polish5.html

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigrati
on/italian3.html

Video from USA today's website

https://www.usatoday.com/story/news/2018/06/25/immigrant-family-separation-why-flee-home-
countries/729013002/

10. Alignment

This lesson aligns well with my essential question, I want students to think of immigration not just as a
moment in history but recognize that immigration is part of this country and has continued to this day.
It is also a good introduction to other lessons that look at similar themes.

Italian Eastern European Jews

What Motivated this group to
immigrate to the US?

Where did these people

move to and what Jobs did
they get?

What challenges did these

groups face in order to move
to the US and what
challenges might they face
after moving?