tlp_10_nforbes_teacherside

=Natalie Forbes's Lesson Page Teacher Side=

Natalie's Teacher Lesson Page (Student Side)


 * Lesson Title:** Should I Stay or Should I Go?
 * Lesson Title:** Should I Stay or Should I Go?
 * Lesson Title:** Should I Stay or Should I Go?


 * Author:** Natalie Forbes


 * Unit Title:** unknown at this time


 * Grade Level(s):** 3


 * Age Levels(s):** 8-9


 * Subject Area:** Immigration and the founding documents


 * Essential Questions:** How did immigrants imagine freedom as they interpreted the founding documents?


 * Unit Goals:** Students will learn what pushed Russian immigrants to move to the US and what specifically pulled them to the United States in the early 1900s.

Empathize the Russian immigrants to America in the nineteenth century; identify the challenges and conditions (social, political, and economic) upon arriving in America, thus evaluating the pull factors (and reflect on push factors)
 * Objectives:** Identify the basic rights of American citizens as described in the Bill of Rights (freedom of speech, freedom of religion, freedom of assembly, etc.)


 * Curriculum Standards:** 3.6 Identify the Declaration of Independence, Constitution and Bill of Rights as key American documents


 * Materials/Resources:**
 * computer access is needed for multiple websites
 * ELMO or other projector for created KWL chart
 * Shipping company advertisements
 * Life in a Tenement House
 * Promised Land photos
 * Jews of Boston (Ed. by Jonathan D. Sarna and Ellen Smith, Pub 1995); Mary Antin quote on assimilation (page 88) and what her street was like (page 137) in Chelsea
 * Bill of Rights


 * Timeframe:** Four 30-minute to 40-minute lessons

Students will need grade level reading and writing skills as well as basic computer skills including using the mouse to click on links. Students will have been exposed to both the concepts of immigration and "rights," through previous instruction.
 * Student Foundational Skills:**


 * Learning Activities and Organizational Notes:**

** Day One ** Students will first start to think about why people immigrate. They are going to fill out a KWL chart about immigration. Why Immigrate KWL Chart.docxThink about what they **know** about WHY people immigrate and what they **want to know** about WHY people immigrate. Later they will write down **what they learned** about WHY people immigrate. Using [] allow children to read about different immigration stories. Next fill in the K and W in the chart. Use a projector to enlarge the chart and record student responses. Next you will address both PUSH factors and PULL factors. PUSH factors are the things immigrants don’t like about their home country that make them want to move. PULL factors are good things they know, or believe, about the new country that makes them want to move there. Follow the same procedure as before for the K section of the chart.

** Day Two ** Today the students are going to read some parts of Mary’s writing to see what life was like in Russia at the time. (Life in a Tenement House **Kansas City Star** March 6, 1912 Life in a Tenement House. Mary Antis, a Jewish Girl, Tells of the Hedley of Smells and Noises That Made Up Kansas City Star, published as The Kansas City Star; **Date:** 03-06-1912; **Volume:** 32; **Issue:** 171; **Page:** 11;@http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/116FAC8464774420/0F20FECAAFCBE6ED, Jews in Boston -Teacher note: excerpts from this book will be read to the children) Here is another piece of writing by Mary Antin [] Allow students to look at some of the ads shipping companies used to entice people to leave Russia for the United States. Have them search ports such as Bremen and the year 1894 specifically ([|Online Examples] of [|Posters])

** Day Three ** Today you make the link to the Bill of Rights (the founding document). The Bill of Rights is a special document that not all countries have. Russia certainly didn’t have Bill of Rights at the time. Use Ben’s Guide to Government to allow students to learn more. Guide them actively through the website asking guiding questions as you go through each page. [] Return to the KWL chart and record what students have learned in the L category.

** Day Four ** Students will start today on their poster ad for a Russian shipping company! The teacher should encourage students to look back on what was learned and what sites were visited for ideas. Also, the KWL chart should be in a prominent place so that students may reference it as they work.

Possible extension activity: Have students discover what the actual crossing was like. Read excerpts from //From Plotzsk to Boston// and look at actual images and information for the shipping line (Hamburg-Amerika Linie) and ship (the //Polynesia//) that Mary Antin and her family used to travel to America.


 * Lesson Assessments:**

 and demonstrates few main ideas of push/pull factors based on primary and secondary sources. Ad has several grammatical errors and is not neatly done. || Ad is organized,  well written, colorful, and includes main ideas of push/pull factors and is based on primary and secondary sources. Ad has only minor grammatical errors. || Ad is organized,  well written, colorful, and demonstrates some higher order thinking skills along with knowledge of the push/pull factors and is based on primary and secondary sources. Ad has few grammatical errors. || Ad is organized,  well written, colorful, and demonstrates strong higher order thinking skills related to push/pull factors and based on primary and secondary sources. Ad has little to no grammatical errors. ||
 * STUDENTS WILL BE ABLE TO… || INADEQUATE || ADEQUATE || GOOD || STRONG ||
 * Create an ad for a shipping company based on the time period's political atmosphere and the push/pull factors affecting Russian immigrants. || Ad is unorganized

1. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.

2. This is part of an interview with Catherine Moran McNamara, an Irish immigrant, who arrived in the United States around 1900.



Source: June Namias, First Generation: In the Words of Twentieth-Century American Immigrants, Beacon Press, 1978

Based on this document, state __two__ reasons many Irish citizens immigrated to the United States around 1900.

3.Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live.

Choose ONE of the items on the list below and circle it. Tell what information you could get from that item that would help you.

a. a map of the place from 100 years ago b. a diary or journal from 100 years ago c. a local newspaper from 100 years ago d. an encyclopedia printed this year e. a cemetery

4. What best describes this monument?

a. For many Americans, it has been a symbol of the power of the President. b. For many people moving west in covered wagons, it has been a symbol of bravery. c. For many soldiers, it has been a symbol of the United States Army. d. For many immigrants, it has been a symbol of the freedom they hoped to find in the United States.



5. Give two reasons why Russians like Mary Antin wanted to leave their homes.

6. Give two ways that steamship companies enticed people to immigrate to the United States.


 * Teacher Notes:** Some students will need more support when using websites as well as with the written portions of the activities. Allow students to work in pairs or teams of three in order to support one another.