This Land Was Made for You and Me: An America with New Peoples and New Ideas

INSTRUCTIONAL PHASE

Mini-Unit #1: Immigration

1. Identify the reasons for why different specific nationalities would have been coming to New York City from the 1870s through the early 1900s. 2. Describe elements of the culture that they would have brought with them. IV. PROBLEM OVERVIEW & INTRODUCTION Students will walk into a classroom that is decorated to resemble a cityscape with little features to hint of the problem to come: like the displaying of different countrys flags and pictures from around the world posted in various corners of the room reminiscent of the lands from whence these student immigrants hailed! The teacher will then introduce the sub-objectives of the mini-unit and indicate what the mini-unit is about and how it relates to the whole unit topic and unit objective, using the structured overview described previously. After acquainting the students to the overarching objective of the unit This Land Was Made for You and Me: An America with New Peoples and New Ideas, students will sit quietly in their desks and await the introduction of the communities being explored in the unit problem. The desks that the students will sit at upon coming in the room will be according to a pre-determined seating chart created by the teacher that creates successful groups to be maintained throughout the entirety of the unit. After this brief introduction to the unit, students are welcomed into the classroom where we acknowledge that the students are immigrants coming to NYC after having been processed through Ellis Island. These are roles are new to them and it is at this time where the teacher will direct the students to look around the immediate area surrounding their groups desks. Based off the flags and pictures around the group desks, students will then be called on to guess which immigrant community they have inadvertently been selected to represent! Though not for any type of grade, this will serve as a fun way to slide into the problem and students will be encouraged to immediately begin taking on an attitude of national pride for the communities that they represent. After students guesses are given, the teacher will confirm the identities of the different groups: Irish, Polish, Italian, Serbian, German, Hungarian, Czech, Greeks. It is at this time that students, sitting around the room in their various immigrant communities, or neighborhoods, will be addressed by another teacher (that was pre-arranged to come into the classroom to address the students) whom is acting as an ambassador of the City Council comes to welcome the new communities to the New York.
The following script will be read by the teacher/ City Council representative: Good morning, all! Welcome to New York City. It is our hope that you feel welcomed here in your new home, the United States of America. We recognize that you all are each representing very unique and rich cultures and we look forward to incorporating your valued traditions and other aspects of your home

cultures into how we do things here in New York City. The City Council will be holding a city-wide festival at the end of the summer where we hope to represent all of the different cultures found within the city. Though the festival is a few months away, we would like to begin collecting information regarding your various cultures in order to put it in a newspaper that will later be distributed not only amongst your immigrant communities, but city-wide and we feel that there is no one who knows more about your own cultures than you do! We are also well aware of the fact that people come to the United States for many different reasons; our own ancestors were at one time, immigrants. The people down at the City Council offices however, are very interested in hearing why it is you have come to settle here. With that being said, we are requesting that each group write an article about your home culture and what you expect to incorporate into the culture here, as well as the factors that pushed or pulled you to immigrate to the United States. In order to have a successful article, consider and answer the following: -Where do you come from? - Were they push or pull factors that brought you to the United States? -What are these factors, or reasons for your immigration? -What aspects of your home culture are you bringing with you? - What language will you speak and will you speak it here? How will your language impact English vocabulary, if at all? - What are some defining elements of your culture? (Such as religion, values, customs, music, food, way of dress, etc.) - Include a picture of your homeland (like the country or a cityscape), something that reminds you of home, or of your family in traditional dress. Upon the completion of your articles, you will be expected to present before City Council and the selected representatives of the other immigrant communities. We look forward to learning more about you all! Good luck! The guest teacher will then explain that the students then receive a packet including the prompt and guidelines for the article as well as providing internet resources for accessing newspaper article templates. (Appendix A) The other teacher will then leave the room and the students will decide within their groups who will fill each of the group responsibilities practiced when they begin working on the problem. They will be functioning as newly community collecting information about their specific communities and cultures using the outlet of a newspaper article to then share with the class on the day of presentation. Students will be expected to fill out a group evaluation form at the end of the period of group research work to track their progress. Upon completing the compilation of information about their home cultures and the potential reasons for why they would have immigrated to the United States, students are expected to present their completed products/articles to the other immigrant communities and representatives from the City Council.

V. PROBLEM ANALYSIS
The teacher distributes a copy of the hook for the students to review and the guidelines for the newspaper article (found in Appendix A). Additionally, a rubric for the newspaper article (Appendix A) will be given out as well as the group evaluation form (Appendix A) so the students may use them as a way to check their own work as they continue throughout the process. The teacher then writes on the

board, dividing it into four different sections labeled: Information, Learning Issues, Hypotheses, and Action Plan. The teacher then leads the students in analysis of the problem with probing questions such as the ones listed below, and fills in the appropriate section of the chart which follows (only an example of projected responses) with the students responses.

Questions to stimulate analysis of the problem: 1. What do we know about this problem? 2. What are we being asked to do? 3. What do we know about how immigrants divided into communities? 4. Why did people come to America? 5. Were people pulled or pushed into immigrating here based on the circumstances of their home countries? 6. How will we create an article? 7. What is a good way to start collecting information? 8. Where will we find this information?

INFORMATION

LEARNING ISSUES

HYPOTHESES

ACTION PLAN Meet with group members and assume roles as immigrant reporters. Assign group responsibilities: task leader, recorder, presenter, etc. Locate resources about various cultures of groups represented as having a presence in New York City in the 1870s to early 1900s Assign research tasks for each member in the group.

There are eight different immigrant communities. Immigrants lived in communities of people from the same country or beliefsystem.

What parts of your home culture will impact your new?

Religious persecution pushed people to the U.S.

What are defining features of your home culture?

Economic opportunity pulled people to the U.S.

You are creating an article to share with the City Council.

Why did you come to the United States?

There will be many resources about this topic.

What are push and pull factors?

VI. TEACHER RESOURCES NEEDED The teacher will use the following resources in planning the unit and after the mini-unit begins, during periods of group deliberation to provide information that students may request, to provide supplementary visual aids for the article, and to decorate the room accordingly: Teachers previously used lecture notes and lesson plans
The American Vision Modern Times textbook teachers Edition Glencoe/McGraw-Hill; 1 edition (January 22, 2009) Unit 2, Chapter 6, Section 1, etc. http://glencoe.mcgraw-hill.com/sites/0078775140/student_view0/unit2/chapter6/section1/

http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745 232&VIDEO=2755&CHAPTER=6&MODE=2

http://www.flags.net/ For the flags of the different countries that surround the room (Example, see Appendix A) http://gtemplates.wordpress.com/2007/10/01/newspaper-template-20-redesigning-thenews-free-newspaper-template/

VII. ANTICIPATED LEARNING ISSUES

Students are expected to acquire mastery of the following Information/facts, concepts, relationships, and processes during the research and collection of data for problem-solving in this miniunit #1. Evidence of the mastery of these things should be displayed through their group problem-solving process or presentation of product/solution: Themes covered: Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. Learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. Personal identity is shaped by an individuals culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individuals own culture throughout her or his development. Global connections have intensified and accelerated the changes faced at the local, national, and international levels. Human beings create, learn, share, and adapt to culture. Cultures are dynamic and change over time. (http://www.socialstudies.org/standards/strands) What is an immigrant? What does ethnic mean? What is a push factor? What is a pull factor? Why did people immigrate to the United States? Why did people live in communities of people from the same country? Did people try to learn English? Where did people live in these communities? What parts of peoples culture were they bringing with them? Were people eager to assimilate or did they want to maintain their own culture? Did immigrants feel like Americans or immigrants? Did immigrants maintain a sense of nationalism for their old country?

Ellis Island-opened in 1892 Immigrants and farmers poured into the cities, creating almost unbearable congestion. Distinct neighborhoods emerged, separating the cities' social classes. The majority of urban dwellers were the working class who suffered deplorable living conditions in dark and crowded tenements. The problems of rapidly growing cities included threats of crime, violence, fire, disease, and pollution. How to write a historical article How to cite information How to give appropriate captions for historical photographs

VIII. GROUP DELIBERATION & PROBLEM SOLVING ACTIVITIES

Students will stay in their three-member problem-solving groups/communities. There should be approximately eight groups, each assuming a different immigrant nationality that would have been immigrating to the United States in this units time era. The following identities should be assumed and researched: Irish, Polish, Italian, Serbian, German, Hungarian, Czech, Greeks. Students will be given space in the classroom to spread out and meet in their groups. Additionally, students will have access to a mobile computer lab that will give the students access to the internet in the classroom. At this point, students will read over the rubric and group evaluation form (both found in Appendix B) that has been passed out, and discuss how to progress with their action plan in solving the problem. Students are told that they will have 2 days (on block scheduling, preferably) to complete their data collection and to create during the last half of the block period on the last day of the mini-unit to present their article to the other immigrant representatives and the City Council representatives. Materials such as books and academic articles are gathered with the help of the librarian and put onto a cart to be kept at the front of the room during the mini-unit. Students are reminded that all library resources must stay in the classroom. All outside research must come from approved internet sources or books the students may have at home, in addition to the student textbook that can go home. The chart that was written on the board listing the different elements of the Problem Analysis will be kept on display on the board for the students to reference throughout the two and a half days of the problem. Students will discuss in their groups who will be the task leader, the recorder, and the presenter, in addition to how the research responsibilities will be split evenly amongst every group member. Though they will have different responsibilities within the group, they are all equally playing the role of information gatherers for the writing of the article. The teacher will visit each of the eight groups to answer any questions that may not have been brought up in the Problem Analysis and to see the progression of initial student research, delegation of tasks, etc. The teacher reminds the students to fill in the group evaluation form at the end of the 2 days of group work on the problem.

Student groups then begin collecting information about their particular country, their home culture, the language, religion and customs they would have brought with them, the reasons for their immigration to the United States based on what was going on in their home countries, etc. After students have collected a sufficient amount of information to begin the compilation process, the creation of the article will begin. Groups will work together to format an appropriate article to share with the rest of the groups at the conclusion of the problem. They will be able to use or reference the templates suggested to them on the handouts they received the day the problem was introduced (Appendix A). Once the articles have been created, groups share their articles with the rest of the class in an oral presentation. At the completion of the presentations, student groups will take a few moments to fill out their group evaluation forms to turn into the teacher.

IX. STUDENT LEARNING RESOURCES The following resources will be made available to students as they work in their small groups:
The American Vision Modern Times student Edition Glencoe/McGraw-Hill; 1 edition (January 22, 2009) Chapter Six various books and articles assembled onto cart by the school library: Such as,

101 Things You Didn't Know About Irish History: The People, Places, Culture, and Tradition of the Emerald Isle Culture and Customs of Greece (Culture and Customs of Europe) by Artemis Leontis
mobile computer lab The online student center to accompany the textbook: http://highered.mcgraw-hill.com/sites/0078775140/student_view0/unit2/

Recommended websites:
https://www.cia.gov/library/publications/the-world-factbook/ - http://gtemplates.wordpress.com/2007/10/01/newspaper-template-20-redesigning-the-

news- free-newspaper-template/ The newspaper templates X. FORMATIVE ASSESSMENT Group Evaluation see evaluation form, Appendix A Article/Product- see rubric, Appendix A Oral Presentation of Article see rubric same as above, Appendix A

XI. PROBLEM FOLLOW-UP

At the conclusion of the problem, the students will leave their groups and join in a whole-class session where a discussion on the problem will ensue. The teacher will request each group to describe some of their best sources of information used in the process of solving the problem and to consider how they could have perhaps solved the problem in another way. The teacher will then lead the students in looking again at the Problem Analysis chart initially done after the hook for the problem was given. Projected changes are given below.

Updated Problem Analysis Chart

INFORMATION LEARNING ISSUES HYPOTHESES ACTION PLAN

There are eight different immigrant communities. Immigrants lived in communities of people from the same country or beliefsystem.

What parts of your home culture will impact your new?

Religious persecution pushed people to the U.S.

Meet with group members and assume roles as immigrant reporters. Assign group responsibilities: task leader, recorder, presenter, etc. Locate resources about various cultures of groups represented as having a presence in New York City in the 1870s to early 1900s Assign research tasks for each member in the group. Figure out how to utilize templates for newspaper article.

What are defining features of your home culture?

Economic opportunity pulled people to the U.S.

You are creating an article to share with the City Council.

Why did you come to the United States?

There will be many resources about this topic.

What are push and pull factors?

Did immigrants still feel a large sense of nationalism for their home countries?

XII. CORRECTIVES &EXTENSIONS Correctives: Students whose products and presentations do not display a deeper understanding of the
cultures and peoples coming to the United States or their reasons for doing so will be required to create a PowerPoint presentation (using teacher feedback) to go back and explore particular aspects that were not

sufficiently grasped the first time. Feedback will be given on the rubric via scores and/or written comments about what could use more explanation. The teacher may show the short clip mentioned in the teacher resources to give students a brief overview of what they should consider including in their revised assessment. A note guide will be given to students to help them structure their work (Appendix A). Extensions: Students who master the mini-unit objectives are asked to go beyond the task the original problem requires and to list the positive and negative aspects to so many different cultures living in such a small area of land and what the benefits and disadvantages their homogeneous communities could have had on the greater culture of the city.

Student Copy of Hook and Guidelines

Appendix A-1

WELCOME TO NEW YORK CITY! Good morning, all! Welcome to New York City. It is our hope that you feel welcomed here in your new home, the United States of America. We recognize that you all are each representing very unique and rich cultures and we look forward to incorporating your valued traditions and other aspects of your home cultures into how we do things here in New York City. The City Council will be holding a city-wide festival at the end of the summer where we hope to represent all of the different cultures found within the city. Though the festival is a few months away, we would like to begin collecting information regarding your various cultures in order to put it in a newspaper that will later be distributed not only amongst your immigrant communities, but city-wide and we feel that there is no one who knows more about your own cultures than you do! We are also well aware of the fact that people come to the United States for many different reasons; our own ancestors were at one time, immigrants. The people down at the City Council offices however, are very interested in hearing why it is you have come to settle here. With that being said, we are requesting that each group write an article about your home culture and what you expect to incorporate into the culture here, as well as the factors that pushed or pulled you to immigrate to the United States. In order to have a successful article, consider and answer the following: -Where do you come from? - Were they push or pull factors that brought you to the United States? -What are these factors, or reasons for your immigration? -What aspects of your home culture are you bringing with you? - What language will you speak and will you speak it here? How will your language impact English vocabulary, if at all? - What are some defining elements of your culture? (Such as religion, values, customs, music, food, way of dress, etc.) - Include a picture of your homeland (like the country or a cityscape), something that reminds you of home, or of your family in traditional dress. Upon the completion of your articles, you will be expected to present before City Council and the selected representatives of the other immigrant communities. We look forward to learning more about you all! Good luck!

Group Evaluation Form

Appendix A-2

Group Evaluation Form

Directions: There will be one group evaluation for each of your groups. At the end of the mini-unit, fill this evaluation out and return to the teacher. Your group participation grade will be determined by the teacher on the basis of this evaluation and teacher observation of your role in the group deliberations. Considering the performance of each group member, rate the following with 5 being the best performance and 1 being the worst by circling the appropriate number: 1. Participated in all group planning sessions...... 5 4 3 2 1 2. Made active contributions to solve the problem.. 5 4 3 2 1 3. Accepts and completes individual responsibilities.. 5 4 3 2 1 4. Promptness and neatness of individual work5 4 3 2 1 5. Ability to project solutions, find data, etc.5 4 3 2 1

Evaluation of GROUP MEMBERS: A. Group member (please name) __________________ Best Contributions:_______________________________________________________ Needs to Work on:________________________________________________________ Overall rating (1-5 scale above):__________ B. Group member (please name) __________________ Best Contributions:_______________________________________________________ Needs to Work on:________________________________________________________ Overall rating (1-5 scale above): __________ C. Group member (please name) __________________ Best Contributions:________________________________________________________ Needs to Work on:________________________________________________________ Overall rating (1-5 scale above): ___________

Product/ Presentation Rubric

Appendix A- 3

Immigrant Newspaper Article and Presentation on Culture and Motivation for Immigration
Teacher Name: Ms. McCollum

Student Name:

________________________________________

Article Portion:
CATEGORY Knowledge Gained 4
All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. The details in the articles are clear, effective, and vivid 80-100% of the time.

3
All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. The details in the articles are clear and pertinent 90-100% of the time.

2
Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. The details in the articles are clear and pertinent 75-89% of the time.

1
Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.

Articles Supporting Details

The details in more than 25% of the articles are neither clear nor pertinent.

Articles Interest

The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers and answer all questions from the sheet. No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

The articles contain facts, figures, and/or word choices that make the articles interesting to readers and answer all questions but two from the sheet. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

The article contains some facts or figures but is marginally interesting to read and only answers less than half of the questions.

The article does not contain facts or figures that might make it interesting to read and answers none of the questions proposed on the sheet.

Spelling and Proofreading

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper.

TOTAL: Comments:____________________________________________________________ ______________________________________________________________________

Second Page Product/ Presentation Rubric

Appendix A- 3

Presentation Portion:
CATEGORY Preparedness 4
Student is completely prepared and has obviously rehearsed.

3
Student seems pretty prepared but might have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Speaks Clearly

Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Posture and Eye Stands up straight, looks relaxed and Contact

Stands up straight and establishes eye confident. contact with Establishes eye everyone in the room contact with during the everyone in the room presentation. during the presentation. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Enthusiasm

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

TOTAL:

Comments: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Note Taking Guide for Corrective

Appendix A-4

Note Guide Using your textbook and the information from the short clip, fill in the blanks below with the appropriate information.
Key Event (s): ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Conditions: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Define:
Immigrant______________________________________________________________________________ ______________________________________________________________________________ Push factor______________________________________________________________________________ ______________________________________________________________________________ Pull factor______________________________________________________________________________ ______________________________________________________________________________ Ethnic______________________________________________________________________________ ______________________________________________________________________________

Newspaper Template

Appendix A-5

Students, you may use this template as an idea to format your news pages!

Serbian Flag Room Decoration

Appendix A-6