Professional Documents
Culture Documents
Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!
NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
In order to embrace a culture of diversity in the classroom, elementary students should begin to
understand how various cultures became present in the United States. Students should learn about
immigration and the difficult process that many immigrants endured in coming to America seeking a
better life for themselves and their families. Students will begin to understand how immigration shaped
the nation and how our country became as diverse as it is today.
After participating in a class discussion reviewing the content that we have covered this week in the
previous four lessons in the unit, the student will be able to recall various facts about the difficulties
many immigrants endured in coming to America.
*The student will demonstrate their understanding of what they have learned in the unit by creating
a mind map describing reasons why people migrated to the United States, the difficult journey
across the Atlantic Ocean, and the processes and procedures immigrants had to go through at Ellis
Island before entering America.
NCSS Theme: Culture Social studies programs should include experiences that provide for the study
of culture and cultural diversity, so that the learner can:
1. explore and describe similarities and differences in the ways groups, societies, and cultures
address similar human needs and concerns;
2. give examples of how experiences may be interpreted differently by people from diverse cultural
perspectives and frames of reference;
3. compare ways in which people from different cultures think about and deal with their physical
environment and conditions;
4. give examples and describe the importance of cultural unity and diversity within and across
groups.
Time, Continuity, & Change Social studies programs should include experiences that provide for the
study of the ways human beings view themselves in and over time, so that the learner can:
1. demonstrate an understanding that different people may describe the same event or situation in
diverse ways, citing reasons for the differences in views;
2. compare and contrast different stories or accounts about past events, people, places, or situations,
identifying how they contribute to our understanding of the past;
Katelynn Arroyo SSE 6115
Resources/Materials
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Closure: Wrap-up this unit by explaining to students that immigration still occurs today for many of the
same reasons as why people immigrated to the United States in the late 1800s to early 1900s.
Immigration today is not as hard as it was during that time period and the journey to America is not as
harsh or difficult as it was on the steamships. Immigrants still face many challenges today like they did
during the time period being studied including difficulty speaking English, finding jobs, and earning a
decent living.
Maestro, B. (1996). Coming to America: The Story of Immigration. NY: Scholastic Press.
Unit Pre-Assessment: Students will complete the K (What I Know) and W (What I Wonder) from a
KWL chart about the topics of immigration, Ellis Island, and why people leave their home country and
immigrate to the United States.
Unit Post-Assessment: Students will demonstrate learning by completing the L (What I Learned) from
their KWL charts they did prior to the start of this unit.
Gifted/Talented: Multi-level and multi-dimensional aspects of the lesson, interactive nature of the
lesson, opportunity to explore many points of view and opportunity to analyze and evaluate material,
opportunity for independent projects (student suggested/identified), flexible grouping.
Exceptionalities