tlp_11_jtravaline

=Teacher Lesson Page (Student Side)-- Jessica Travaline= Jessica's Primary Source page

Teacher Side

Lesson Plan
3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person's life and achievements.
 * State Standards:**

Grade 3
 * Grade Level:**


 * Essential Question:**

How did immigrants define becoming American?


 * Lesson Question:**

Is the path to citizenship different for immigrants and people who are born here?


 * Introduction:**

In this lesson, we are going to compare two men who fought for the United States during World War I. One was born in America and the other was not. One was suspected of being a spy and the other was not. Your job will be to determine how they both became United States citizens and what it means to be a United States citizen.

Imagine that you are a detective who must investigate the stories of two men who fought during World War I for the United States. You must determine where the men were born and where they grew up and whether or not they were citizens of the United States.
 * Task:**
 * Lesson Experiences:**

Day 1: Today you will be introduced to Joseph Wehner and Antonio Pierro. You will take a look at the news articles from the Everett Gazette about Joseph Wehner. Read the articles carefully and try and find out as much information about Joseph Wehner as you can. Now look at the pictures of Joseph Wehner, try and find out even more information that you can by looking at these pictures. Finally, take a look at this cartoon. Now, we are going to watch a video about Antonio Pierro, try to learn as much as you can about Antonio. Remember, we are trying to find out how each man became United States citizens. Now we are going to take a vote. You will receive two slips, one has Joseph Wehner's name and the other has Antonio Pierro's name. We have two voting boxes, one box represents who was born a United States citizen and who became a United States citizen. Place your voting slips in the boxes that you think they belong. We will now count the votes. Now that the voting is complete, we are going to make a T chart together and record as much information as we can, based on the newspaper articles, video and cartoon about both Joseph Wehner and Antonio Pierro. Think about when they were born, when they died, where they were born, what branch of the military they were in, where they lived, what was their primary language, where were their parents from, could they read and write, how long did they live in the United States. We will use all of our primary sources to help us complete this chart.

Day 2: Today we are going to use the book "**Becoming a Citizen"** by Sarah DeCapua to determine the different paths to becoming a United States citizen. We will look at the different paths and discuss the different ways that Joseph Wehner and Antonio Pierro could have become United States citizens. Next, you are going to receive a Character Venn Diagram and we will transfer the information from our chart that we made yesterday to compare and contrast Joseph Wehner and Antonio Pierro's lives. Finally, we are going to take a new vote just like we did yesterday and now with all of your new knowledge, you will vote again, will your vote change based on what you have learned these last two days? We will count the votes when everyone has voted again.

Day 3: Today we are going to create a double sided poster that shows an immigrant's path to citizenship on one side and on the other side, a poster that shows an American born person's path to citizenship. Use the information that we have learned when creating each side. Will one side have more information than the other? Why? Based on the lives of these two men, students will learn the many paths to American citizenship for immigrants and how the path to citizenship is different for immigrants than it is for an American born citizen. 6. The United States is a big country with many people. The people of the United States come from many backgrounds. Some of us were born here. Some of us were born in other countries. But, as Americans, we share many important things. **Give two reasons why the United States benefits from having people from many different countries and backgrounds.**
 * Conclusion:**
 * Assessments:**

a. drive a car b. own a business c. vote in a presidential election d. write letters to newspaper editors
 * 14. ** In the United States, you have to be a citizen in order to


 * The correct answer is C. **

48. What are both citizens and noncitizens legally entitled to in the United States?

A. To run for public office B. To have a United States passport C. To have the protection of our laws D. To vote in primary elections

Assessment Rubric

that explains the path to citizenship for an American born citizen on one side and the path to American citizenship for immigrants showing the differences in each path. || Students create a neat double sided poster that shows all of the different paths that an immigrant would have to take in order to become a United States citizen and on the other side thoroughly explains what path it takes for an American born person to gain citizenship. || Students create a neat double sided poster that shows at least 4 paths an immigrant would have to take in order to become a United States citizen on one side and on the other side briefly explains what path it takes for an American born person to gain citizenship. || Students create a double sided poster that shows at least 2 paths that an immigrant would have to take in order to become a United States citizen on one side and on the other side briefly explains what path it takes for an American born person to gain citizenship. || Students create a poster that does not adequately explain the different paths that an immigrant must take in order to become an American citizen on one side and does not adequately explain what path it takes for an American born person to gain citizenship. ||
 * You will be able to.... || Strong || Good || Adequate || Inadequate ||
 * Create a double sided poster


 * Resources:**