"Me. Chevalie/9th Grade US History/Apil 26 (G) and 27(C), 2021 ‘Toric | Discuss the reasons and effects of immigration after the Civil War 1. OBJECTIVE/STANDAROS | Following a presentation on new immigration and its effects on America, TSWEAT analyze the diferent factors of ‘why immigrants sought to lve inthe US and nativist reactions to immigration to 85% accuracy. Standards: 839A,8396,8390 IL TEACHING PROCEDURES ‘Anticipatory Set (7 minutes) 2, Pass out (or back) any materials if necessary. ', Have students complete the matching questions about contributions to American society by different immigrant ‘rou. |. Gocver answers after 4 minutes, Development 1 (5 minutes) {8 Watch “The Great Melting Pot” by Schoolhouse Rack! asa cass. |, Students will complete guiding questions after watching the video, especially focusing on what it means that Americas considered a melting pot Development 2 (4 minutes) {Compare and contrast old immigration and new Immigration. |. Especially focus on new immigration, |i. Focus on etferences from old immigration when talking about new immigration. 4. Include where they migrated from, religion, where they relocated inthe US and occupation, stalls, and ercumstances Guided Practice 2(3 minutes) 2, Have students ponder why immigrans want to migrate tothe US, Students may ether write or draw their thoughts. Think of potential push/pll factors 4. Goover responses after 2 minutes. Development 3 (3 minutes) 2. Discuss varus push and pul factors a reasons for migration, |. Push: Econom strugles, pital persecution, religious persecution i Pull: “Land of opportunity” religous freedom, new jobs ater IR (ecrutes) Development 4 (2 minutes) 3. Introduce Els sland as pace where immigrants would goto be processed to enter the US in 1892 b. Counterpart on West Coast: Angel sand “Independent Practice 4 (15 minutes) 2. Have students jigsaw the vital tour 2 Elis Islan. Bb. Assign students in small groups to complete one "station” of Elis sland (1-10) | Butt willtake station 4 (star since tis shor. ‘Students will add their station toa shared/collaborative slideshow (add lnk to Google Site) 4._ Give students 6 minutes to research their assigned part of Elis stand and create avery bie side to describe that station |. When discussing each station roughly 30 seconds per station, students wil write their indings/leaning ‘onthe table in theienotes.‘Me. Chevalier/3th Grade US Wistory/Aprl 26 (6) and 27 (), 2023 Development 5 (3 minutes) b. Introduce “The New Colossus" by Emma Lazarus (Aso BRIEFLY mention Statue of Liberty - gift from France as celebration of the centennial ofthe US, dedicated fully 10 years later in 1886) Give historical background to poem: Colossus of Rhodes (Guided Practice 5 (7 minutes) ». ead through “The New Colossus” as a class. Require students to underline places in which immigrants are attracted to migrate to the US. ‘Go over the guiding questions together asa class after reading the poem. Development 6 (5 minutes) b. 6 t Introdice assimilation to students in terms of immigration, ‘Assimilation - the process by which immigrants acquie the attitudes, ohavirs, and cultural patterns of society ‘round them, |. "Americanization”- remind students of schools for Natives Ethnic neighborhoods - immigrants often lived in clusters if they relected assimilation |. tte aly, chinatown (2d immigrants often assimlated easily. while new immigrants cessed assimilation Reasons to assimilate: schoo, stores Sold American goods, English-speaking jobs Reasons to resist asimilation: mutual suppor, not accepted into society, maintain culture and customs Development 7 (3 minutes) Focus onthe postive contributions of immigrants 1d cats lithe ig Amari cnr nian tos ‘Adding diversity to America: customs, fod, languages, faiths Development 8 (6 minutes) b 6 Discuss theme ofnativism as resistance to immigration /Nativsm an attitude of resentment and superiority toward foreign-born people Reasons for nativem: competition for jobs, resisted assimilation, religious confi, blamed for misfortunes \Wateh shor video clip on natvism that adds visuals and introduces quotas ‘Quota limit based on numbers oF proportions. in this case, a quotas limiting the proportion ofthe population allowed to immigrate to the US ‘Quota liited immigration frm any nation to 2.3% af that specie group of people who lived in the US i 1890 |. Askstudents why this might be a problem for some immigrant groups? 1 Most Easter and Souther Europeans had arrived after 1890, meaning mos of the quota spaces were reserved fr immigrants from England, Ireland, and Germany. ‘Guided Practice 8 (6 minutes) » LUsten to song “Don't ite the Hands Thats Feeding You" |. Be sure to pull up lyrics onthe sereen for students to read as song plays. Alter the song, have students answer the questions together asa dass. Independent Practice 8 (6 minutes) Have students individually complete the reflection question from today’s ass that asks stufentsto describe the lie of new immigrants, why they wanted to migrate Elis sland, assimilation, and natvism. C ‘Closure (2 minutes) ‘Asa das, quickly dzcuss the new immigrants and resistance they faced inthe US.‘Mr. Chevaier/th Grade US History/April 2 (6) and 27 (C), 2023, . Collect any materials necessary Foreshadow to students that they willbe researching diferent new immigrant groups nest lass. 1% MareRiaLs 3. Into to Immigration notes, SchoolHouse Rock! Video, Els sland virtual tour, slideshow fr students to collaborate on Elis sland, natvism youtube video, “Don't Bite the Hand That’ Feeding You" audio and iris. \.__ADAPTATIONS/PLAN MODIFICATIONS 2. Ifthere isnot enough time, skip the “Dov Bite the Hand That’ Feeding You” song, . theres extra time, discuss continued tends of nativsm today. VLevaLUATION. ‘Formative: Intro matching qui, immigration type comparison, TPS, questioning, virtual tour of Elis istand, “The New Colossus" poem analysis, “Don't ite the Hand That's Feeding You" song analysis, reflection, ‘5 Surmmatve: Students wil use their learnng on immigration and apply it toa specific group of new immigrants in presentation, i: REFLECTION. a Students: |. Could students diferentite between old and new immigration? fi. Were students engaged during the Els siand vital tour? Did any students need any extra support? Ii, Did students find effectively analyze both the poem and song? |v. Could students answer the reflection question using evidence from cass? b. Teacher: |. Was the introduction to long, o° di the students enjoy both the matching actvty/quiz and Schoolhouse Rack vdeo? | id efcienty ve the pace oflas at all points, especially during the multiple developments ina row (assimilation)? Wi. Did thave enough time to complete this lesson in its entirety? iw. performed tis esson again, what changes would I make to produce better results?