Immigration: Our Heritage Intel Unit Portfolio Presentation Cheri Stegall Cocopah Middle School, SUSD

Curriculum-Framing Questions Essential Question: Why do people take a risk to move from one place to another?

Curriculum-Framing Questions Unit Questions: 1. What was it like for immigrants as they traveled to, arrived at, and lived in the United States? 2. How did the immigration experience differ for different immigrant groups?

Curriculum-Framing Questions (continued) Content Questions: 1. What reasons did immigrants have to leave their homes to come to the United States between 1870 and 1930? 2. How did the United States try to restrict immigration between 1870 and 1900? 3. What is the difference between immigration and emigration?

Vision for My Unit Because we study immigration in the late 1800’s in 7 th grade Social Studies, I wanted to develop a unit of study that addressed this part of the American and world history standard. The Intel site had the perfect lesson that taught about immigration, which blended well with what I had already created.

Project Approaches (Objectives) Students will examine when and where immigrants came from, where they arrived in the United States, and where they chose to live in the United States. Students will empathize with how different immigrant groups endured their experiences as immigrants, analyze reasons for why they left their homes to come to America, and explain how the United States tried to restrict immigration in the late 1800s.

21 st Century Learning Techniques Creativity and Innovation Demonstrating originality and inventiveness in work Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs

21 st Century Learning Techniques Communication and Collaboration Articulating thoughts and ideas clearly and effectively through speaking and writing Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work

21 st Century Learning Techniques Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities

21 st Century Learning Techniques Initiative and Self-Direction Monitoring one’s own understanding and learning needs Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrating initiative to advance skill levels towards a professional level Defining, prioritizing and completing tasks without direct oversight Utilizing time efficiently and managing workload Demonstrating commitment to learning as a lifelong process

21 st Century Learning Techniques Social and Cross-Cultural Skills Working appropriately and productively with others Leveraging the collective intelligence of groups when appropriate Bridging cultural differences and using differing perspectives to increase innovation and the quality of work

21 st Century Learning Techniques Productivity and Accountability Setting and meeting high standards and goals for delivering quality work on time Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

Gauging Student Needs: Assessments The assessments used will include student journals, research of countries and people who immigrated during this time period, responses to blogs, screen shots, student project rubric, and student presentation scoring guide. These assessments will help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.

Discuss Why do people take a risk to move from one place to another? Reflect in your journal. Who is an American? Write definition.

Project Immigrant persona – family groups Create profile – historical fiction Participate in simulation of an immigrant station Reflect on experience Compose letters back home to share experiences

Assessments Student Project Rubric Presentation Scoring Guide Self checklist for PowerPoint Student PowerPoint Scoring Guide Blog response

Questions to consider Where did our family’s ancestors come from? When did my ancestors come to America? Why did they leave their country of origin?

Where do I look? Ask relatives. Read family documents, letters, look through photographs, look in family Bible, etc. Research web sites.

Immigrant Simulation Arrive at Ellis Island. Go through waiting room, medical inspection, interrogation, detaining area, money exchange, cafeteria, visit a legal inspector for permission to enter the United States. If accepted, take the Loyalty Oath. If rejected, get deported.

Letters sent back home Compose at least two letters to family members or friends back in your old country Use guidelines to compose letters First letter details your experience upon arriving in America Second letter details your everyday life in America after a period of time

Presentation Create a multimedia presentation about your family’s immigration experience. Give an oral presentation, dressing in character, telling of your personal immigration story