Correlations and Connections to Standards:

Unit Objectives Assessments Daily Activities CT Standards

Objective #1: (Informal) Teacher Jigsaw Activity CIV 9–12.5 Analyze

Students will be able will hover around how societies institute
to evaluate primary groups to hear Short clip from “30 change in ways that
sources depicting whether the students Days Living a both promote and
various perspectives are staying on task Muslim” hinder the common
of immigration in and following good and that protect
America. directions as well as and violate citizens’
if they are rights.
understanding the
content material in HIST 9–12.8 Detect
the sources. possible limitations in
various kinds of
historical evidence
and differing
secondary
interpretations.

INQ 9–12.6 Gather

relevant information
from multiple sources
representing a wide
range of views while
using the origin,
authority, structure,
context, and
corroborative value of
the sources to guide
the selection

Objective #2: (Informal) Teacher Jigsaw Activity ECO 9–12.1 Analyze

Students will be able will hover around how incentives
to analyze the effects groups to hear Lecture and influence choices that
immigration has had whether the students Powerpoint may result in policies
on the cultural are staying on task with a range of costs
diversity within and following Attitude Inventory and benefits for
America. directions. different groups.

(Informal) Teacher GEO 9–12.3

will walk around Evaluate the impact
classroom while of economic
“experts” are activities, political
presenting to ensure decisions, cultural
 students are taking practices, and climate
notes rather than variability on human
copying off the migration, resource
“expert’s” paper. use, and settlement
patterns.

HIST 9–12.3
Analyze complex and
interacting factors
that influenced the
perspectives of
people during
different historical
eras.

INQ 9–12.15 Use

disciplinary and
interdisciplinary
lenses to understand
the characteristics and
causes of local,
regional, and global
problems; instances
of such problems in
multiple contexts; and
challenges and
opportunities faced
by those trying to
address these
problems over time
and place.

Objective #3: (Informal) Teacher Perspective letter HIST 9–12.4

Students will compare will collect guided writing (will also be Analyze complex and
and contrast Italian notes at the end of homework) interacting factors
and Muslim lecture and assesses that influenced the
immigrant whether students Lecture and perspectives of
experiences in have participated by powerpoint people during
America at the giving a check or different historical
beginning of the check minus. Jigsaw Activity eras.
twentieth and twenty- (Teacher will not
first centuries. inform students in Annotation of INQ 9–12.11
advance that their Homework Articles Construct
notes will be explanations using
collected) sound reasoning,
correct sequence
 (Formal) Teacher will (linear or non-linear),
grade the Perspective examples, and details
Letter in order to with significant and
assess student pertinent information
understanding of the and data, while
different experiences acknowledging the
Muslim and Italian strengths and
Immigrants faced weaknesses of the
when they entered the explanation given its
United States purpose (e.g., cause
and effect,
chronological,
procedural, technical)

Objective #4: (Informal) Teacher 30 Days a Muslim HIST 9–12.1

Students will be able will ask students for Video and Entrance Evaluate how
to compare and their answers to the Ticket historical events and
contrast the religious entrances ticket developments were
backgrounds of questions, and to Mini Lesson shaped by unique
Italian and Muslim explain why they Powerpoint with circumstances of time
immigrants. think Americans Guided Notes and place as well as
think the way they broader historical
do. Perspective Letter contexts.

(Informal) Teacher INQ 9–12.11

will collect the Construct
students’ guided explanations using
notes and assess sound reasoning,
participation. correct sequence
(linear or non-linear),
(Formal) Teacher will examples, and details
grade the Perspective with significant and
Letter in order to pertinent information
assess student and data, while
understanding of the acknowledging the
differences in religion strengths and
between Muslim and weaknesses of the
Italian Immigrants in explanation given its
the United States purpose (e.g., cause
and effect,
chronological,
procedural, technical)
Day One: Foundations of Knowledge

Questions and Objectives

Objectives:
1. Students will be able to evaluate and discuss primary sources depicting various
perspectives of immigration.
2. Students will be able to compare and contrast the religious backgrounds (i.e Catholicism
and Islam) of Italian and Muslim immigrants.
Question:
1. How do the traditions of Italian and Muslim immigrants influence American perceptions
and stereotypes?

Preparation before Class

Activity Teacher Actions Student Actions

Resource table/setup
Teacher will lay out Student will collect materials
worksheets (Attitude they will use throughout the
Inventory, Guided Notes, class as they enter class.
Jigsaw questions, exit slip,
homework packet) on the
resource table located near the
door.

Remind students to pick up

the documents.

Teacher will have jigsaw

documents ready for activity
but not given to students until
the activity.

Teacher will upload Jigsaw

documents to Google Drive
for student use.

Teacher will have lesson

objectives and compelling
questions written on the board
prior to students arrival.

Hook (10 minutes)

Activity Teacher Actions Student Actions Assessment
Attitude Inventory Teacher pulls up Students retrieve a
opinion questionnaire lecture slides prior to questionnaire from
about immigration. (6 class, showcasing the the back table and
minutes) question “Do people return to seats.
have the right to (Norm)
immigrate to The
United States?” on Students will
the board. complete
questionnaires based
Tell students to pick on their opinions
up questionnaire from prior to the unit.
table in the back of
the room as they walk
in.

Instructs students to
complete
questionnaire based
on their personal
opinions prior to the
unit.

In-Class Discussion Teacher takes Students raise their Teacher collects

on questionnaire (4 anonymous poll hands according to attitude inventory at
minutes) asking students for whether they agree or the end of the
Statement 1: The their responses to disagree with the discussion to evaluate
diversity brought to the Statements 1 and 2. statements. the students’ prior
United States by knowledge regarding
different groups of Teacher requests that Students will use their immigration.
immigrants enriches a student volunteer Chromebooks to
American culture
further explains the answer the
Statement 2: There is reasoning behind anonymous poll.
no such thing as an their opinion. (repeats
“illegal immigrant”. for the opposing If a student
opinion) volunteers, they will
Poll Link: elaborate their
Teacher will explain opinion (Why does
https://PollEv.com/surv the purpose of the the student think that
eys/XszBHTeGc/web attitude inventory and way?)
discussion.

Mini-Lesson (15 minutes)

Activity Teacher Actions Student Actions Assessment

Lecture and Teacher instructs Students record 2-3 Teacher collects

Powerpoint students to jot down 2-3 initial thoughts about guided notes at the end
thoughts or ideas that lecture categories of lecture and assesses
come to mind for each (immigration, whether students have
category of their guided religion, culture, and participated by giving
notes before giving American a check or check
lecture. perceptions) on their minus. (Teacher will
guided notes. not inform students in
Teacher provides advance that their
students with Students view slides notes will be collected)
background information and take notes on
on Italian and Muslim guided notes they
immigration, religion, picked up at the start
culture, and American of class.
perceptions guided by
the lecture script and Students respond to
slides provided. questions asked by
teacher.
Teacher asks questions
to gage student A student/small
understanding. group of students
participates in
Teacher walks around modelling Jigsaw
the classroom to ensure activity for the class.
students are taking notes
and being active
participants in the
lesson.

Teacher explains and

models Jigsaw activity
with a higher
performing student to
prevent student
confusion.

Teacher invites student

to participate and
explains that they are
part of the same “jigsaw
group” and they (the
teacher and student) will
become experts on their
own document. The
teacher gives student a
sample text from Dr.
Suess’s The Lorax
 explaining the student
will become an expert
on their scene from the
book, and answer the
questions on the top of
the document. Each will
take a minute to look
over the document and
jot down a couple notes
before coming back
together. When the
teacher and student
come together, they will
take turns explaining
their documents and
giving the answers to
the questions they
answered.

Class Activity: Jigsaw (45 minutes)

Activity Teacher Actions Student Actions Assessment

Set up the groups - 3 Teacher will refer to Students will be

minutes objectives on the responsible for
board to remind remembering their
students of the numbers as well as
relationship between their jigsaw group
the activity and lesson members.
objectives
Students will convene
Teacher will count off with their “expert
students 1 to 5, groups” and receive
placing the first group the documents from
of 5 into a jigsaw the teacher.
group.

Teacher informs class

that all students with
the same number look
at the same
document.

Before handing out

 documents, teacher
instructs students
with the same number
to a specific area of
the room.

Student time with Teacher will walk Students will annotate Teacher will hover
“expert group” - 12 around the classroom and discuss the around groups to hear
minutes ensuring students are primary sources their whether the students
on task while “expert group” has are staying on task
available for students been given. and following
to ask clarifying directions.
questions about their Students will use their
documents. annotations to answer
the questions on their
At 10 minutes, “Jigsaw Activity”
teacher will ask how Worksheet.
much additional time
students think they Students will be
may need to complete responsible for time
this part of the management and
activity. remaining on task
within their “expert
group”.

Return to their mixed Teacher will return One at a time, Teacher will walk
“jigsaw group” - 25 the students notes students will relay the around classroom
minutes after assessing for information from while “experts” are
students to utilize in their “Jigsaw presenting to ensure
their discussions. Activity” worksheet students are taking
regarding their notes rather than
Teacher will walk document to their copying off the
around the classroom “jigsaw group”. “expert’s” paper.
ensuring students are
on task while Students receiving the
available for students information will be
to ask clarifying taking notes on their
questions about their “Jigsaw Activity”
documents. worksheet.

Students will answer

any questions posed
by their group
members on
presented material.
 Reconvene as a Class Teacher will ask if Student will ask
- 5 minutes the students have any clarifying questions if
questions or concerns necessary.
about the primary
sources.

Closure (5 minutes)
Activity Teacher Actions Student Actions Assessment

Exit Slip: List two Teacher gives Students will write Teacher collects exit
things you learned instructions for down homework slip and evaluates
today and why homework and reads assignment. content knowledge
they’re important. the exit slip prompt. and understanding.
Students will
complete the exit slip
and hand it in at the
end of class.
Materials List:
● Attitude Inventory (25)
● Lecture Slides and Teacher Notes (1)
● Guided Notes for students (25)
● Jigsaw Model (2)
● Model Answer Key (1)
● Jigsaw Worksheet (25)
● Jigsaw Answer Key (1)
● Jigsaw Documents
○ “Immigrants From Italy” Article (5)
○ “Demonstrators March through Washington DC” Picture (5)
○ Executive Order 13769 (Sec. 3) text (5)
○ “Regarding the Italian Population” Political Cartoon (5)
○ “Trump’s New Travel Ban Blocks Migrants From Six Nations, Sparing Iraq” (5)
● Exit Slip (25)
● Homework Article and Instructions (25)
Day 2: Putting it all Together

Questions and Objectives

Objectives:
1. Students will compare and contrast Italian and Muslim immigrant experiences in
America at the beginning of the twentieth and twenty-first centuries.
2. Students will be able to analyze the effects immigration has had on the cultural diversity
within America.
Questions:
1. Why are negative actions of immigrants remembered more than the positive contributions

Preparation Before Class

Activity Teacher Actions Student Actions

Resource Table/Set Up Student will collect materials

they will use throughout the
class as they enter class.

Hook (9 minutes)
Activity Teacher Actions Student Actions Assessment

30 Days Living as a Teacher will give Students will answer

Muslim Clip and context of the video entrance ticket
questions (5 minutes) clip students will be questions while the
watching. Teacher video plays.
The film 30 Days should note the video
Living as a Muslim, was made between
follows a Christian 9/11 and President
man who goes out of Trump’s “Muslim
his comfort zone and Ban”, and occured
lives as a Muslim for before changes in
30 days. The clip is a airport security that
moment when Dave require everyone to
Stacy goes through take their shoes off.
the airport in
“traditional Muslim Teacher will instruct
clothing” and deals students to answer the
first hand with entrance ticket
discrimination questions as they
Muslim Americans watch the video.
face. The clip also
shows people doing a Teacher will play
word association with video clip from 2:20
“Muslim,” “Islam,” to 5:47.
and “terrorist”.

In-Class Discussion Teacher will ask Students will raise

regarding entrance students for their their hands and
ticket (4 minutes) answers to the respond to teacher
entrance ticket questions.
questions, and to
explain why they Students will think
think Americans critically about how
 think the way they do. language impacts an
issue.
Teacher will indicate
that the American
perspective has
changed, but not all
of the changes have
been positive.

Class Activity (60 minutes)

Activity Teacher Actions Student Actions Assessment

Explain Assignment Teacher will instruct Students will listen to

(5 minutes) students to write a instructions and
letter in the asking clarifying
perspective of an questions.
Italian immigrant in
the late 19th century.
(Specify that they
should use the content
from the day before
and the sources they
read for homework as
evidence)

Teacher will then

explain that they will
then switch letters
with a partner and
respond to the letter
from the perspective
of a Muslim
immigrant.

Teacher will explain

that the students will
not finish their second
letters and that it will
be completed for
homework.

Initial Letter from an Teacher will be Students will silently Teacher can assess
Italian point of view available for students write a letter from the the letters of those
(40 minutes) if they need perspective of an who ask for
assistance. Italian immigrant. assistance
 Teacher will give If they have any
students a 5 minute questions, they will
and 1 minute check in raise their hands and
for time. wait for the teacher to
assist them.

Response Letter from After the forty Students will switch

a Muslim point of minutes have expired, letters with a partner
view (15 minutes; the the teacher will and read what they
remainder of the letter instruct the students have written.
will be finished for to switch letters with
homework) a partner and respond Students will then
to their letter. respond to their
partner’s letter with a
letter of their own
from the perspective
of a Muslim
immigrant.

Closure (6 minutes)
Activity Teacher Actions Student Actions Assessment

Reminder that Letter Teacher will remind Students will write Teacher can evaluate
will be homework (1 students that the letter down homework whether students can
minute) they did not finish assignment. accurately compare
must be handed in for and contrast the
the next class. different immigrant
cultures/experiences.

Exit slip: Is it fair to Teacher reads exit Students will

judge people based on slip prompt to class complete the exit slip
their religion? and clarifies any and hand it in at the
Explain. (5 minutes) student questions. end of class.

Materials List
● Spurlock, M. (Writer). (2005, June 29). Muslims and America [Television series
episode]. In 30 Days. FX. https://vimeo.com/35186644 (1)
● Guiding questions (25)
● Perspectives Letter instructions (25)
● Exit slip (25)