tlp_10_pmallett_teacherside

=Paul's Lesson Page Teacher Side=

Paul's Teacher Lesson Page (Student Side)


 * Lesson Title:** The Chinese Immigration Experience


 * Author:** Paul Mallett


 * Unit Title:** Early Chinese Immigration in America (1850 to 1882)


 * Grade Level(s):** 5


 * Age Levels(s):** 10-12


 * Subject Area:** Social Studies (U.S. History)


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

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.

Did coming to America fulfill the need of immigrant’s voice in government? How did it change over time?

Using the principle of historical thinking, students will conduct research using primary and secondary source documents to help understand how Chinese immigrants, working and living throughout America leading up to the Chinese Exclusion Act of 1882, varied from other ethnic groups. Students will gain an insight to just how difficult it was for the early Chinese to assimilate into a country where they were not wanted.
 * Unit Goals:**

-Students will examine and identify the characteristics of a primary source documents -Students will interpret the information in the primary source correspondence of their assigned family -Students will be able to analyze images and maps to gather data and information. -Students will be able to conduct research on line. -Students will be able to share their finding and their understanding by communicating clearly with the rest of the class.
 * Objectives:**


 * Curriculum Standards:** 5.27. Explain how American citizens were expected to participate in monitor, and bring about change in their government over time and explain how they continue to do so today.

- Primary sources: Reproduction of photos, maps, and letters. - Graphic organizer: Time line - Images Worksheet - Guiding question worksheet - Rubrics
 * Materials/Resources:**


 * Timeframe:** 3 class periods of 55 minutes

- Ability to analyze and interpret information from primary and secondary source documents; photos, letters, and maps. - Ability to analyze primary source documents to identify feeling and attitudes of the time. - Ability to conduct background research using a computer and the Internet. - Ability to work in small groups successfully
 * Student Foundational Skills:**


 * Learning Activities and Organizational Notes:**


 * //Day 1 - Arriving in California (where did you go???)//**

1. Introduction - Teacher will hand out “Arrived in California” worksheet. - Students will read short passage and will complete worksheet. - Teacher will discuss questions or conclusions that students develop. - Students will answer the corresponding lesson question after completion. - Teacher will lead discussion of student answers. - Teacher will discuss with students the basic history of Chinese immigration to America.

2. Reading Strategy – Cause and Effect - Teacher will review the focus question with the students. - Teacher will encourage student to draw their own conclusions referring to the causes and effects of Chinese immigration to California. - Students will begin answering the lesson focus question on their own.


 * //Day 2 - Traveling to Massachusetts (How???) obstacles along the way (physical, mental, verbal)//**

1. Introduction - Teacher will hand out “Heading East” worksheet. - Students will read several short passages and will complete worksheet. - Teacher will discuss questions or conclusions that students develop. - Students will answer the corresponding lesson questions after completion. - Teacher will lead discussion of student answers.

2. Reading Strategy – Compare and Contrast - Teacher will review the focus question with the students. - Teacher will encourage student compare and contrast the treatment of Chinese Immigrants heading east. - Students will begin answering the lesson focus question on their own.


 * //Day 3 - Arriving in Massachusetts...how are you treated by natives there?//**

1. Introduction - Have students’ think-pair-share their writings that concluded the previous lesson. - Teacher should ask for examples to be read at loud.

2. Reading Strategy – Primary Source Analysis - Teacher will hand out analyzing evidence worksheet. - Students should take a few minutes looking at the image and write their first thoughts on the page. - Teacher will encourage students to share their first thoughts. - Teacher will present a political cartoon for the students to analyze. - Teacher will discuss the image and thoughts the student have about what is portrayed on the page.

ASSESSMENT Questions for Pre/Post test 3, 9, 23, 37, 6, 2, 10
 * Lesson Assessments:**

Content Rubric
 * || Excellent (4) || Good (3) || Satisfactory (2) || Needs Improvement (1) || Failure (0) ||
 * Content/ Facts || Facts were accurate for all events reported on the timeline. || Facts were accurate for almost all events reported on the timeline. || Facts were accurate for most of the events reported on the timeline. || Facts were often inaccurate for the events that were reported on the timeline. || Facts were inaccurate for the events, not completed and not on the timeline. ||
 * Dates || An accurate, complete date has been included for each event. || An accurate, complete date has been included for almost every event. || An accurate date has been included for almost every event. || Dates are inaccurate and/or missing for several events. || Dates are totally inaccurate or missing. ||
 * Learning of Content || The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first. || The student cannot use the timeline effectively to describe events nor to compare events. || The student did not use the timeline to describe events nor to compare events. ||
 * Resources || The timeline contained at least 7-8 events related to the topic being studied. || The timeline contained at least 5-6 events related to the topic being studied. || The timeline contained at least 3-4 events related to the topic being studied. || The timeline contained only 1-2 events. || The timeline contained fewer than 0 events. ||

- Journal entries that meet the guidelines of the student rubric - Informal assessment through observation of group work - Formal assessment through presentation of created timeline.
 * -** To complete the provided timeline.

It would be helpful if students had some background knowledge in Immigration; specially the Chinese and their roles in the formation of this country. Students should be grouped based on ability.
 * Teacher Notes:**

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