Brianna Lafoon
Catherine Thompson
Jennifer Timm
Unit: Immigration: Changing NYC Landscapes
Lesson: “Immigration in Washington Heights: Turbulent Changes/Real West Side Story”
Overview of Unit: This unit focuses on immigration in New York City. The students will explore larger questions about how people influence their community, how does the community influence the people who live in it, and what causes people to migrate/immigrate to new places. This lesson comes towards the end of the unit, after the students have looked at immigration in Chinatown/Five Points, Lower Manhattan, Harlem, and Morrisania. Over the course of this lesson, students will learn about what groups immigrated to Washington Heights, what caused them to immigrate, and what happened when the two groups met. The students will ultimately create a living newspaper to tell a historically accurate version of West Side Story.
Objective: SWBAT use documents to identify important information and make inferences about immigrant groups in Washington Heights.
Do Now: Students will label a map of New York City as a review of the previous immigrant groups studied in the unit.
Mini-lesson: Teacher will give background information about Washington Heights. She will show students a map of Washington Heights and a timeline of the period. Then she will set up “Ink Splatter” activity.
Guided/Independent: Students will receive a set of documents that are each on a colored sheet on construction paper. Each student will receive his or her own document. During these three minutes, the student will examine the document and write down any questions or reactions that he or she has on the document. When the teacher calls time, the students will pass their documents to the right. At this point, the student can write down any new questions or documents he or she has or respond to the questions and comments of the previous student. Students will switch documents three times so that they see a total of four documents.
During this time, the students will have a set of guided questions:
· Who lived in Washington Heights? (Jews/Irish/Dominicans/Blacks)
· When and why did those groups come?
· What happened when the groups met?
Share: Students will have ten minutes to share in a group trying to answer the guiding questions. Afterward, the class will come together to answer the guiding questions. Teacher will write final answers on the board and students will take notes. Teacher will make sure to plot answers on a larger timeline so that students can see the sequence of immigration.
Homework: Students will write a journal entry from the point of view of someone from one of the different immigrant groups about what they think of how the neighborhood is changing.
Unit Name: Immigration: Changing NYC Landscapes
BIG IDEA: How do people who settle together geographically make their community unique? How do those communities shift over time? How can those changes cause conflict and/or create of a new hybrid culture?STAGE ONE: DESIRED RESULTS
ESTABLISHED GOALS (State and/or National Content Standard (s)):
SS.1.E Gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities
SS.1.E Explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
SS.1.I Complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations
UNDERSTANDINGS:
· There are push and pull factors that cause immigration.
· NYC communities are constantly changing due to immigration patterns.
· Global events affect immigration to NYC. /
ESSENTIAL QUESTIONS:
· How do people influence their community?
· How does the community influence people?
· Why do people immigrate/migrate?
KNOWLEDGE:
Students will be able to identify immigrant groups, the push/pull factors for each group, and how each neighborhood changed for the following areas:
· Chinatown/Five Points
· Lower East Side
· Harlem
· Morrisania
· Washington Heights
ESSENTIAL VOCABULARY:
· Immigrate
· Emigrate
· Migrate
· Push/Pull factors
· Community
· Neighborhood / SKILLS:
· Map analysis
· Document analysis
· Compare and contrast
· Sequencing
· Point of view
· Creative Writing
STAGE TWO: ASSESSMENT EVIDENCE
PERFORMANCE TASK (S): (STUDENTS WILL DEMONSTRATE STANDARD BY)
Students will create a collaborative classroom map of neighborhoods, illustrating how immigration has changed NYC. Each student group will be responsible for answering essential questions to explain immigration for one specific neighborhood.
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OTHER EVIDENCE: (FORMATIVE)
End of lesson tasks, such as exit slips, “Living Newspaper,” and classwork.
STAGE THREE: LEARNING PLAN
LESSON SEQUENCE
LESSON # 1: Introduction to immigration
LESSON # 2: Chinatown/Five Points (Danger to Dumplings)
LESSON # 3: Lower Manhattan (Tenements)
LESSON # 4: Harlem (Black Renaissance)
LESSON # 5: Morrisania (Migration, Immigration, and a Musical Legacy)
LESSON # 6: Washington Heights (Turbulent Changes/Real West Side Story)
LESSON # 7 Students work on classroom map
LESSON #8: Final assessment/wrap-up
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