Manchester College
Department of Education
Lesson: Coming to America
Lesson by: Carl Hartstein Length: 2 periods Grade: 11th
Standards:
USH.3.6: Identify the contributions to American culture made by individuals and groups.
Performance objectives:
Students will create an immigrant focusing on individuals and their contributions to the American culture mastery will be shown by identifying the contributions of immigrants to America culture with 80%.
Assessment:
Students are going to create their own immigrant that is coming from a specified country. The students are going to work in their groups to come up with one immigrant. While in the groups they will give their person a name, a family background, professional skills, a personal background, and ambitions. The groups can spice up their person’s life, as long as it is school appropriate. Once the groups have finished working on their person, we will all meet at the front of the class to present our immigrants to the class. After each group presents their immigrant, I will recap their immigrant and we will decide to let the immigrant into our country by raising our hands.
Advanced Preparation:
1. Print off any extra materials that I need.
2. Check technology to see if it is working.
3. Have PowerPoint ready for the lesson.
4. Have note cards distributed on the desks before the students get to class.
5. Be flexible
Procedure:
Hook: Students while sitting at their tables are given a note card specifying what country they are from and what language they speak. At this point the people at the table are supposed to communicate using their specified language to buy, sell, or trade goods with one another. Stop the process and ask questions:
1. Was it hard to communicate with one another? (Bloom: Analysis)
2. Did you find the process of buying, selling, or trading goods to be frustrating? Why or why not? (Bloom: Evaluation)
3. How could you make buying, selling or trading goods easier for yourself? (Bloom: Evaluation)
Students will then decide whether or not they or going to migrate to a new area. If they migrate the students will most likely move to an area of the room where the same language is used. This is a crude representation of how urbanization and pockets of communities began. (Gardner: Naturalist, Bodily/Kinesthetic, Interpersonal)
1. What was easier about this time through the simulation? (Bloom: Application, Analysis)
2. Did you find the process of buying, selling, or trading to be less stressful? Why or why not? (Bloom: Evaluation)
3. Is there still any other way to make this process easier? (Bloom: Analysis)
Step-by-step:
· Once the hook has been presented and the students have returned to their original seats, tell them that we are going to do a roll up today!
· Today we are going to discuss Immigration and Urbanization.
o The period of greatest growth in terms of immigrants coming to America was between the 1880s-1910s.
o Before this period people could come to America unchecked and unrestricted.
§ Today people must jump through hoops to even be considered to become an immigrant.
o Lecture notes:
§ Numbers of Immigrants:
· The continent that sent the most immigrants over to the United States between 1870 and 1920 was Europe with 20 million people crossing the Atlantic Ocean.
· On the West Coast at Angel Island between 1851 and 1883 roughly 300,000 Chinese immigrants came to the United States mainly because of the discovery of gold.
§ The Islands:
· Angel Island: The Island that is commonly forgotten about, it is located on the West Coast and is in San Francisco, California’s bay. This is the island that saw many Asian immigrants step on to American soil for the first time.
· Ellis Island: The more popular island of the two is the location of the statue of liberty. This island is in New York City harbor.
o 20% of the immigrants that passed through Ellis Island were detained for a day or more before being expected. And, 2% of those people were denied entry.
§ The Melting Pot:
· The idea of the melting pot is defined as, a mixture of people of different cultures and races who blended together by abandoning their native languages and customs.
o As immigrant numbers continued to rise, the idea of nativism grew.
§ Nativism: over favoritism toward native-born Americans.
§ Exclusion:
· Nativism was strong in the west, when native born Americans were concerned that Asians immigrants were going to come in and take their jobs.
· For 10 years the Chinese Exclusion Act was passed, this banned entry to all Chinese except students, teachers, merchants, tourists, and government officials. This law was extended twice by congress and upheld until 1943 when it was repealed.
· The Gentleman’s agreement was an agreement between the United States and Japan, this agreement made in 1907-1908 stated that Japan would limit immigration of unskilled workers to the U.S. in exchange the U.S. repealed the San Francisco segregation order.
· Once the power point is done, tell the students to return to their seats and begin the post test. Allow them sufficient time; require that once they are finished to close their lap tops. (Bloom: Knowledge, Comprehension)
· Once all students are finished begin to explain the final assessment, and explain to them the expectations.
o This must be school appropriate.
o Students will form groups and will create a person from the country that I have assigned to them.
o This person they are creating is going to apply to become an immigrant to the United States.
§ This immigrant is coming to the United States between 1880 and 1920. The groups can then go on to make up that person’s life. They will also have to come up with reasons for:
· Why should the United States allow them into the country?
· What skills does the person have that would benefit the country?
· What is their personal background like?
§ Each group is going to present today in class, so we must hurry and come up with good information quickly.
§ You will be graded upon:
· Give the person a name.
· Appropriateness
· If you followed the guidelines: stayed between the years of 1880-1920, gave their person a skill, personal and family background, and ambitions.
o Students must finish their person twenty minutes into the second period, so that all the groups can present their person.
o The students will present their immigrant to the class and after each group I will recap their immigrant and then the class will vote.
Closure:
· Today we learned a great deal about immigration and how it impacted urbanization, and what immigrants had to go through to just gain entry into the country. Tomorrow you will be working on your presentations.
Enrichments:
· This lesson is adapted for students who are ADD/ADHD because the day flows well. We are always moving from one activity to the next so that we can accomplish all of our goals. I think that because we do not spend more than twenty minutes doing one thing, students with ADD/ADHD will be more likely to stay engaged and enjoy the activity.
· I also believe that the Activity is adapted well for students with ADD/ADHD because it is an activity that requires good information, so all the group members must be involved. Having a fast paced activity in a way fits their desire to be on the move, they want to keep moving to the next point or just be active period. So having them do quick work and then stand and present as a group their immigrant to the class I believe satisfies their needs.
· This lesson is adapted for students who emotionally disabled because it is a very social activity. Having this social interaction with other students will benefit these students because it helps them develop necessary skills to succeed in and outside the classroom. They learn informal social skills while interacting in their group, trying to come up their immigrant and forming how they are going to present. The presentation develops formal social skills, so if these students make it to college or have a job that may require them to give a presentation or some sort they will have an idea of what to expect.
· This lesson is adapted for students who are gifted and talented because I do not set up who needs to play what role in the activity. This gives the gifted and talented students the opportunity to take the leadership role and lead the group through their activity. I also think that because they can take the leadership role they will benefit from being socially interactive with their group mates.
Self-reflection:
· Was my lesson engaging?
· Was it informative?
· How did I influence learning?
· Was the final assessment appropriate?
· What could I have improved on?
· What went well?
· Would this be a lesson I would use again?
The lesson today went really well. I feel like the students were engaged and had a good time doing the final activity. I however felt really cramped for time because due to time restrictions from the days before, we did not get my pre-test done. So today we did my pre-test, lesson, post-test, and activity. While I was strapped for time I feel like the students still enjoyed what we did. My teacher and the English teacher gave me feedback that the students really enjoyed what we did. I was so relieved to hear that the students enjoyed what we did. I was also relieved to see how the students did on the post-test as well
Class periods 1-2
Groups:
1. Japan, 25
2. India, 18
3. Korea, 57
4. England, 34
5. Poland, 56
6. Russia, 19
7. Ireland, 22
8. Italy, 29
9. Germany, 45
10. Vietnam, 24
11. Scandinavia, 37
Class periods 4-5
Groups:
1. China, 37
2. Cambodia, 56
3. Ottoman Empire, 28
4. Austrian Empire, 18
5. France, 20
6. Ireland, 26
7. Germany, 30
8. Russia, 44
9. Korea, 50
10. Japan, 31
Class periods 6-7
Groups:
1. China, 43
2. Vietnam, 18
3. Cambodia, 29
4. India, 46
5. England, 37
6. France, 27
7. Poland, 20
8. Italy, 19
9. Ottoman Empire, 58
10. Scandinavia, 32
Carl Hartstein
12-9-10
Educ352
Interview
Interview
Learning about the classroom I will be taking over next semester was very important to me. I was interested in learning about the students and about who they are. I was also interested in getting to know him as a person and as a teacher. I also took the liberty in asking the English teacher the same questions. I look at the both of these men as my cooperating teacher, and I need to take advantage of learning from both of them. They are both experienced and love what they do.
I started off the interview discussing the move to the New Tech. schooling. Both of my teachers were in complete favor of moving to this new idea in teaching, but both saw how much of a change it would take to move the entire school to New Tech.. They also pointed out that student motivation in school has increased at Rochester because students are now more engaged and involved in the material. I moved from the discussion of New Tech. to how they view reading in their own content areas. My history teacher said that in this classroom they still value the importance of reading, because he believes that if students do not know the vocabulary or how to pull out vital information they cannot be successful in his class or in any other class. My English teacher agreed with the history teacher and went on to explain that know what to pull out of a text or lesson will benefit the students not only here in school, but at the job, and every other aspect of life. They both believe that the students in this class are motivated and driven to be successful, they said that their desire to be successful is because they know how to read the content and pull out what is important and vital. I agreed with them both, because I also believe that to be successful in any class in America we must be able to read any source and pull out what is important and discard what is not. I then moved forward to modifying and enriching lessons for students who are exceptional learners. Both teachers explained that the modifications for the projects are already built into the final project. The exceptional learners that are in their classes are not the low incidences; they tend to be the more common disabilities that we see in our society. We have a lot of ADD/ADHD students who are adapted for just because it is a project that the students are responsible for accomplishing. This helps keep the ADD/ADHD students on task and engaged throughout the project. From each unit to the next the projects are differentiated, there have not been repeat projects yet this year and the students enjoy each performing each project because it is not the same thing each day.