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8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 2b, Immigration
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American Immigration Past and Present: A Simulation Activity

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http://rims.k12.ca.us/activity/immigration/

Description: As part of a presentation to the Commission on American Immigration Policy, you must research the issues and develop an argument for one of four policy options ranging from closing the borders to opening them wider. In the process, you will learn about immigration history since the late 1800's as well as recent trends and their consequences. Standards 8.12.7, 11.2.2 and 11.2.3

Author: Lewis Sitzer, Bear River High School

Lesson ID: 52

American Mosaic

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http://rims.k12.ca.us/activity/american_mosaic/

Description: You and your classmates are going to become a poor immigrant family traveling from the Old World to the New World in search of the American dream. To keep track of this momentous change in your life you are going to create a portfolio. The portfolio will contain: (1) a journal of your travels, activities and thoughts, and your new life in America; (2) a list of items (a bundle of belongings) that you will bring to help you start your new life in America, (3) a recipe from your country of origin, and (4) a map of the United States showing where most of the people from your country settled. The journal must include: (1) an account of the trip to America, (2) your impression of your first view of the Statue of Liberty and what it meant to you, (3) the process of going through Ellis Island, and (4) the establishment of your new life in America. Standards 8.12.7 adn 11.2.0

Author: Jaime Boston, Pioneer and Birch Lane Schools

Lesson ID: 55

Affidavit and Flyers from the Chinese Boycott Case

http://www.archives.gov/education/lessons/chinese-boycott/

Description: After the 1850s, Western encroachment, and inflation, starvation, and loss of land in southern China led large numbers of Chinese men to emigrate to the United States. Among their occupations were mining, building the Central Pacific Railroad, laundering, cooking, farming, and operating restaurants and becoming merchants. The early Chinese immigrants were begrudgingly accepted by Americans and were not the immediate targets of animosity or violence. As Chinese workers migrated eastward for work in the late 19th c., discriminatory legislation and a poor economic climate accompanied them. Thus, they continued to be scapegoats for anti-immigrant labor organizations. Learn about this through documents including an affidavit by two Chinese merchants in Butte, Montana, and the corresponding trade union flyers calling for a boycott of Chinese businesses in Butte. Standards 8.12.7 and 11.2.3

Author: Mary Frances Greene, Marie Murphy School, Avoca District 37, Wilmette, IL

Lesson ID: 209

Destination America

http://www.pbs.org/destinationamerica/

Description: Explore the five freedoms that immigarnts were seeking in America. Review the timeline of when people came to America and listen to and read interviews from various immigrants both historically and today. Students create a magazine of history for reporting their research. The teacher's guide offers other suggestions to support both the film and the website. Standards 8.12.5, 11.2.2, and 11.11.1

Author: Public Broadcasting System

Lesson ID: 297

Immigrant Experience: Ellis Island

http://catalog.socialstudies.com/c/@Wmpv2OzYB_jKE/Pages/article.html?article@ellis

Description: Use information literacy skills to access and analyze information from Internet sites about Ellis Island. Then write a first person narrative from the viewpoint of an immigrant coming to New York in 1910. Standards 8.12.7 and 11.2.4

Author: Aaron Willis, Social Studies School Service

Lesson ID: 554

Immigration Attitudes in American History: They Are Not like Us!!

http://education.educ.indiana.edu/cas/tt/v2i2/they.html

Description: This exercise helps students understand that xenophobic attitudes have existed throughout United States history and that our culture has survived and been enriched by each new wave of immigrants. Students should be aware that these biases have been expressed in each generation, especially when large numbers of immigrants have come to our country. Standards 8.12.7, 11.2.2, 11.2.3 and 11.3.3

Author: Bob Benoit, Butte County Office of Education

Lesson ID: 555

Port of Entry: Immigration

http://memory.loc.gov/ammem/ndlpedu/features/port/start.html

Description: Photographs, films, and other images are visual evidence of people, places, and events in history. They provide valuable clues to what life was like in the past. But like all clues, visual evidence is a piece of a bigger puzzle. To put the pieces together, you need to play detective. You must become a careful observer of details. As you analyze each photographic clue, keep in mind that photographers and artists, like speakers and writers, have points of view and a story to tell. Standards 8.12.7, 11.2.0 and Analysis Skill: Research, Evidence and Point of View

Author: American Memory

Lesson ID: 839

Virtual Ellis Island Museum Unit

http://commtechlab.msu.edu/sites/letsnet/noframes/subjects/ss/b6u2.html#plans

Description: Conduct primary and secondary research to learn more about your cultural and ethnic heritage. These explorations will serve as a personal link to the historical importance of immigration in United States history. Use your research to develop web pages about your own cultural and ethnic heritage that will be formed into a virtual museum. Your research will include interviews with family members, investigating your heritage using library and Internet resources, and visiting sites set up by others related to the concepts of immigration and ethnic and cultural heritage. Standards 8.12.7, 11.2.2, 11.2.4 and 11.3.4

Author: John Schick, Alderwood School

Lesson ID: 1189

8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 2b, Immigration
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