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=Patrick Condon Teacher Lesson Page Teacher Side=

Patrick's Teacher Lesson Page (Student Side)


 * Fighting to Fit In: The Irish Struggle to Be One with the Union**


 * Author:** Patrick Condon


 * Unit Title:**

**Grade Level(s):** 7th

**Age Levels(s)**: 12-13 years old

**Subject Area:** Geography, U.S. History

**Essential Question:** What were immigrants’ claims on citizenship?


 * Unit Goals: **

To give seventh grade Geography students a brief introduction to what they will be studying during the course of the subsequent academic year, in the eighth grade (i.e. U.S. History I). To provide students with one of the many examples of how the United States States (where I plan on ending the Geography course this year after “traveling around the world”) is a country made of people elsewhere, from the countries and continents studied during the first eight to nine months of the current academic year.

 · Discuss their opinion of who a citizen is and how they should be treated as a citizen in a democratic nation, given prior knowledge and personal experiences. · Given a group reading of primary source documents, identify actions taken by Irish immigrants to fight the inequalities and write a well-developed reflection.
 * Objectives: **

· Successfully compare and contrast their own experiences with recording events of their lives with those faced during the Civil War, given prior knowledge and personal experience.

Massachusetts Standard 5.27 -- Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today.
 * Curriculum Standard: **

· LCD projector · PowerPoint presentation slides · Word Wall of vocabulary to be introduced · Copies of Warm-up worksheet entitled “ Fighting to Fit In: The Irish Struggle to Be One with the Union: Word Wall Vocabulary” worksheet · Copies of Group Activity double-sided worksheet entitled “Primary Source Document Analysis” · Said primary source documents can be found at the following sites:
 * Materials/Resources: **

[|__http://www.28thmass.org/letters.htm__]

[|__http://dmna.state.ny.us/historic/reghist/civil/brigades/IrishBrigade_McLernon.pdf__] [|__http://www.winonahistory.org/companyK/st__patrick's_day__1863.htm__] [|__http://query.nytimes.com/gst/abstract.html?res=F60E13FD3A5B1B7493C0A81789D95F458684F9__]

Articles from America's Historical Newspapers:

1) Pittsfield Sun 5/02/1861-2 http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/1106CDC818C78568/0F20FECAAFCBE6ED

2) Barre Gazette 1/17/1862 Facts About the Volunteers http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/10B7ADAB360D2498/0F20FECAAFCBE6ED

3) Barre Gazette 4/18/1862 The Emerald Tint of the Army http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/10B7ADEDBB909C88/0F20FECAAFCBE6ED

4)Pittsfield Sun 5/9/1861 An Irish Regular's Reasons for Not Deserting with His Officer http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/1106CDCAF1C8B870/0F20FECAAFCBE6ED

5) Philadelphia Inquirer 10/8/1861 Eloquent Address at Concert Hall. Oration of Capt. T. F. Meagher @http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/1134CDD5B525E178/0F20FECAAFCBE6ED

6) Daily Delta 8/28/1862 Letter from an Irish Soldier @http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/11360B12456568A0/0F20FECAAFCBE6ED

7) New Orleans Times 1/31/1861 The "Fenians" @http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/110D2A8025276210/0F20FECAAFCBE6ED


 * Timeframe**: three class sessions of 45 minutes for each block


 * Student Foundational Skills:**

Students will have knowledge of each of the various continents of the world, and the cultures of those living within them. Students will have an understanding of the notions of freedom, liberty, and citizenship. Students will have an understanding of the differences between various types of government, and be able to compare and contrast the concept of democracy with monarchy, communism, dictatorship, and theocracy. Students will have a general understanding of the functions and make-up of the United States government.


 * Learning Activities and Organizational Notes:**

Opening:

When students enter the room, teacher direct students to collect their Composition notebook.. Students will sit at their assigned seat in their appropriate row, and answer a selection of questions as part of a “quick activity.” As students work on their warm-up, teacher will monitor student progress as the students work on the Warm-up. See page entitled “Fighting to Fit In: The Irish Struggle to Be One with the Union: Word Wall Vocabulary.” This will take approximately five to eight minutes. //

Getting Started with the Lesson: Homework will be reviewed. (See page entitled “Historical Evidence in Your Daily Life.”) Questions from the homework sheet distributed at the end of the previous class will be answered verbally for further clarification and self-correction on the part of those students who were unsure of various questions. Teacher will type abbreviated responses to the Warm-up on my computer and project them on the overhead screen.

Scaffolding Activity: Students will view a PowerPoint presentation which details the Irish attempt at claiming citizenship. The theme of movement, which was covered in Geography classes will be reviewed as we talk about push and pull factors. Images from a PowerPoint presentation used back in September which recalls aspects of that geographical theme. (See selected slides which are attached and are derived from a presentation, “From Place to Place: The Theme of Movement.”

Group Activity: Students will be organized into four groups. The number of desk groupings corresponds with the number of primary source document folders. The groups will each read and respond to, using the “Primary Source Document Analysis” worksheet/handout. The documents are linked below.Teacher will monitor student progress throughout the lesson, answering any questions individuals may have and ensuring that all remain on task. Ideally students will rotate with their group members to various stations during the lesson. Students will need more than one day to review one set of the above-mentioned materials. After two class sessions, the students will have visited at least two stations and have read two primary source materials.

At the end of class, the students will conduct a debriefing session, sharing what they learned from the number of articles their group read and discussed during the activity.

Homework will be to reflect upon the experience in class, and to summarize, making references to the primary source document viewed during class, how the Irish attained citizenship in the United States. Primary source materials will be available on the class website, so they can easily be accessed outside the classroom.

After two class sessions, students will be asked to discuss what they have learned about the process of being an historian.

 o Students will demonstrate a clear focus and willingness to learn through a great deal of positive and active participation in verbal and written form while in groups. o Students will write a composition which stays focused on the topic at hand; provides necessary information; and is polished/free of errors after at least two days of analyzing primary source materials.
 * Lesson Assessments:**

o Students will compare and contrast their own experiences with those faced during the Civil War.


 * //STUDENTS WILL BE ABLE TO… // || //STRONG // || //GOOD // || //ADEQUATE // || //INADEQUATE // || //WEIGHTING // ||
 * Discuss their opinion of who a citizen is and how they should be treated as a citizen in a democratic nation, given prior knowledge and personal experiences. || //Demonstrates a clear focus and willingness to learn through a great deal of positive and active participation in verbal and written form // || //<span style="font-family: 'Garamond','serif';">Demonstrates a focus and willingness to learn through positive and active participation in verbal and written form. // || //<span style="font-family: 'Garamond','serif';">Demonstrates a somewhat clear focus and sometimes willingness to learn through active participation in verbal and/or written form // || //<span style="font-family: 'Garamond','serif';">Almost demonstrates a focus and willingness to learn through active participation on occasion whether it be in verbal or written form. // || //<span style="font-family: 'Garamond','serif';">15% // ||
 * <span style="font-family: 'Garamond','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Given a group reading of primary source documents, identify actions taken by Irish immigrants to fight the inequalities and write a well-developed reflection || //<span style="font-family: 'Garamond','serif';">Composition stays focused on the topic at hand; provides necessary information; and is polished/free of errors. // || //<span style="font-family: 'Garamond','serif';">Composition stays mostly focused on the topic at hand; provides information; and is mostly polished/free of errors. // || //<span style="font-family: 'Garamond','serif';">Composition is sometimes focused on the topic; provides some information; and has a few errors. // || //<span style="font-family: 'Garamond','serif';">Composition does not stay focused on the topic; provides a few bits of information; and has errors/ needs polishing. // || //<span style="font-family: 'Garamond','serif';">70% // ||
 * <span style="font-family: 'Garamond','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Successfully compare and contrast their own experiences with recording events of their lives with those faced during the Civil War, given prior knowledge and personal experience. || //<span style="font-family: 'Garamond','serif';">Demonstrates a clear focus and willingness to learn through a great deal of positive and active participation in verbal and written form // || //<span style="font-family: 'Garamond','serif';">Demonstrates a focus and willingness to learn through positive and active participation in verbal and written form. // || //<span style="font-family: 'Garamond','serif';">Demonstrates a somewhat clear focus and sometimes willingness to learn through active participation in verbal and/or written form // || //<span style="font-family: 'Garamond','serif';">Almost demonstrates a focus and willingness to learn through active participation on occasion whether it be in verbal or written form. // || //<span style="font-family: 'Garamond','serif';">15% // ||

Questions from Assessment Questions page: 6, 8, 10, 11, 12, 14, 15, 34a & 34b, 45, 46, 48

Additional Questions written by Teacher:


 * Teacher Notes:**

This is part of a larger 7th grade geography unit on North America and the United States.

Students will be working with primary source material in order to analyze the experiences of the recent Irish immigrants to America who felt the necessity to fight in the Civil War to achieve citizen in their new homeland. In order to introduce the students to the notion of recording history, students will be given a warm-up of sorts which will ask them to critique their own personal experience with writing down the events of their lives.

Students will discuss their thoughts in an open, classroom forum-style discussion to the followed by an introductory slideshow of photographs of immigrants coming to America, which were analyzed when students learned of the theme of movement. Students will be viewing these pictures with a different lens, however. The notion of immigration and citizenship will be discussed subsequently. It is here that a student’s preconceived notions of what makes a person American will be reviewed. Current topics (i.e. news stories and legislation) will be referenced as to create a basis for the lesson.

Key terms to be highlighted during the lesson and posted on the classroom Word Wall for further analysis will include, but not be limited to the following: nativism, bigotry, assimilation, multiculturalism, immigration, Know-Nothings, Civil War, Gettysburg, Irish Brigade. The latter half of these terms will be employed during the primary source analysis "phase" of the lesson.

Since the course in which this lesson is to take place is seventh grade geography, it would be helpful if the lesson were to coincide with the unit on North America, towards the end of the academic year. Students at that point would have learned about the other continents of the world by that point. Given the acquired knowledge, concerning those from Africa, Asia, Europe, and South America respectfully, students would ideally have an understanding that the notion of being “American” is abstract, and cannot be easily defined. Having this lesson occur at the end of the Geography course is beneficial, not only in terms of student aptitude of the globe and its features, but also in relation to its proximity to the eighth grade U.S. History I curriculum to be studied starting in the September of the succeeding academic year.


 * Resources**

Samito, Christian G., //Becoming American under Fire: Irish Americans, African Americans and the Politics of Citizenship during the Civil war Era//, Ithaca: Cornell University Press, 2009, [|ISBN 978-0-8014-4846-1].

U.S. Army Center of Military History, "The Irish and the U.S. Army" http://www.history.army.mil/html/topics/ethnic/irish/index.html

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