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Kat's Teacher Lesson Page (Student Side)


 * Lesson Title:** **The Fight for Citizenship!!**


 * Author:** Kathryn Gamache


 * Unit Title:**


 * Grade Level(s):** 6


 * Age Levels(s):** 11, 12


 * Subject Area:** Ancient Civilizations


 * Essential Questions:** How did immigrants participate in bringing about change in their government?


 * Unit Goals:** To give students an understanding of the various groups of immigrants who have come and continue to come to the U.S. and struggles they faced. Students will discover that not all groups were given equal access to the US and those who were granted citizenship were not always granted equal rights to other citizens. Students will study what these groups did to change their situation.


 * Objectives:** Students will identify struggles and inequalities faced by Chinese American immigrants and Latin American immigrants as well as non-citizens of Athens. Students will identify laws/policy that caused/allowed inequalities for each group. Students identify actions taken by each group if any to combat these injustices. Students will compare and contrast the situations and actions of each group. Students give advice to the present day immigrant group facing struggles based on what previous groups have done.

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 Standards:** Massachusetts History and Social Science Curriculum Framework 5.27

Handouts:
 * Materials/Resources:**
 * Situation Worksheet
 * Compare and Contrast Diagram
 * Letter to the Editor Writing Assignment Instructions

Documents: see list below in Resources

Additional materials include include pencil and paper


 * Timeframe:** 1-2 45 minute classes


 * Student Foundational Skills:**
 * 1) Students will have already practiced the skill of compare and contrast
 * 2) Students will have a general knowledge of U.S. Government, democracy and citizenship
 * 3) Students will have some knowledge of Ancient Greece

Students will individually complete a journal entry. They will be shown a picture depicting current struggles faced by Latin Americans in the United States. They will be asked to write what they see going on in the picture and what they can learn from it. As a class the picture will be discussed. The teacher will lead the discussion and explain that the picture is a primary source. Students will be reminded of what a primary source is and the fact that they are tools that can be interpreted in order to find out information. Students will be told that today in class they will examine primary sources. They will do so to gain knowledge of struggles faced by immigrant groups. Each group’s struggles and efforts will be compared and contrasted and finally the students will come up with actions that can be taken by the present day group to fight for equality. As a class the definition of citizenship will be discussed. The class will decide who should be eligible to be a citizen and how they should be treated once granted citizenship. **Step 4:** **Primary sources and info** Individually students will be given a primary source document and informational reading. The documents will vary. Some students will get information on Chinese Americans, Athenians or Latin American US citizens. Students will read/examine the information and take notes. Students will be split into groups of 3. Each member will have had the same immigrant group. Students will discuss the information and will fill out a worksheets answering; who their group was, their time period, citizenship status, struggles faced, what they did for change. This worksheet is titled //Situation Sheet.// Students will be placed in groups of 3. Each member will be from a different immigrant group. Each student will be the expert on their group and will inform the group of their information. All group members will fill out a //Situation Sheet// for each group. Groups will then be given a Venn diagram where they will compare and contrast all 3 groups. They will compare Rights, Struggles and actions taken. As a class the comparison chart will be discussed. The teacher will give the students their assignment worksheet/question. The teacher will explain the essay/editorial they are to write. Students are to use their Situation Sheet and Venn diagram to assist in their writing.
 * Learning Activities and Organizational Notes:**
 * Step 1: Setting the stage: **
 * Step 2: Introduction to the day’s activities **
 * Step 3: Citizenship Discussion **
 * Step 4: Group Work A **
 * Step 5: Group Work B **
 * Step 5: Class discussion **
 * Step 6: Assessment **


 * Lesson Assessments:**
 * 1) Students will fill out Situation Worksheet for each of the groups.
 * 2) Students will compare and contrast the groups in chart
 * 3) Students will write an editorial outlining how present day Latin American citizens/non-citizens are facing political inequalities and what they can and should do to cause change. Instructions read: "In your essay you will include a discussion where you compare and contrast the struggles faced by the people of Athens, present day Latin American immigrants and Early Chinese American immigrants. You will need to reference specific points from the Chinese Exclusion Act, current policy faced by Latino immigrants, and citizenship regulations in Athens. Finally, identify steps taken by citizens of Athens and Early Chinese immigrants to change the political inequalities and discuss what present day Latin Americans can do to improve their position based on the actions of previous groups."


 * // 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 || Form a clear argument explaining who should be eligible for citizenship and the equal political rights it should entail. || Form an argument explaining who should be a citizen while connecting a right citizenship entails || Form and argument for who should be a citizen and why || Unclear argument as to who should be citizen, no discussion of what rights citizenship should entail || 10% ||
 * Reference key points of the Chinese Exclusion act specifically the denial of entry to the US of Chinese and the treatment of Chinese who were already in the country both socially and politically. || Discuss the fact that people from China were to be denied entry to US because of where they were from. Discuss the regulations put in place that would affect Chinese Americans already living in the US specifically the need to obtain and carry the proper identification and the consequences they face if not done. || Discuss some facts about why and how Chinese were excluded through the act. Discuss consequences if the law was not followed || Discuss some facts about the Chinese exclusion act || Discussion re: Chinese exclusion act unclear, missing || 10% ||
 * Identify the struggles/inequalities faced by the citizens/non-citizens in Ancient Athens.

. || Discuss who was and was not eligible for citizenship in Ancient Athens. Discuss the rights provided to those who were considered citizens in Athens. Discuss what citizens could do if they felt someone was gaining to much power and the attitudes of wealthy citizens toward poor citizens. || Explanation of who could and could not be q citizen in Athens. Explain rights provided to citizens || Explain who was or was not a citizen in Athens || Incorrect or missing discussion on Ancient Athenian Citizenship || 10% || Identify actions taken in Ancient Athens by citizens who felt some had too much power Identify what current Latino American citizens can do to combat political and social inequalities || Students identify efforts by each of the 3 groups || Students are mostly accurate when identifying the actions of the 3 groups || Students are inaccurate or fail to mention the actions taken by each group || 30% ||
 * Identify actions taken by immigrants to fight the inequalities || Identify the efforts put forth by the Chinese Equal Rights league to ask/demand equal treatment for Chinese American citizens with other citizens.
 * Identify the struggle faced by Latin American immigrants in the US today || Identify current policy in Arizona of requiring Latino Americans to provide proof on demand of their citizenship. || Identify struggle faced by current immigrant groups in Arizona || Mostly accurate discussion on struggle faced by Latino Americans in Arizona || Missing or inaccurate discussion on struggles faced by Latino groups in Arizona || 10% ||

Compare and contrast the experiences of the early Chinese American immigrants, Ancient Athenians and Latin American immigrants. ||.

Accurately provide examples of political and or social struggles faced by each immigrant group. Provide plausible comparisons of the struggles faced between each group and provide differences between each group. Provide examples of actions taken by each group to overcome the injustice and discuss how they were similar or different. || Provide examples of similarities and differences between all 3 groups || Provide some examples of similarities and differences between most of the groups || Inaccurately or unable to provide similarities and differences between the groups

' || 30% ||


 * Pre and Post Test**

Pre and post test to be given to students before the lesson and after the lesson. (Taken from questions 2, 3, 6, 7, 9, 43 and 37.)
 * Teacher Notes:**

When discussing Ancient Athens, help students distinguish between each of these following groups and their differing rights and privileges: citizens, metics (resident foreigners), slaves, women.

Published resources for information on Ancient Athens can be useful for classroom use. Instructor uses the following: For Primary Source D -- //A Message of Ancient Days Summary Workbook// //(////Boston:// //Houghton Mifflin 1994) page 162.// For Primary Source E -- //J//ames Mason //Ancient Greece Resource Book (//London: The Longman Group, UK Limited, 1991) page 9. For Primary Source F -- //Robert Nicholson Ancient Greece (////New York:// //Scholastic Inc., 1992) page 11.//


 * Resources:**

Primary Sources: Primary Source A -- Chinese Exclusion Act Primary Source B -- Chinese Registration Act Primary Source C -- Appeal of Chinese Equal Rights League Primary Source C4 -- "Tricky Chinese" article Primary Source D -- "Origins of Democracy" and Pseudo-Xenophon on //The Constitution of Athenians// Primary Source E -- "Nature of Athenian Democracy" and photo of pinaka Primary Source F -- "The Democratic Experiment" and photo of ostraka Primary Source G -- "Arizona paper raps politicians on immigration" Primary Source H -- "Is SB 1070 a Modern "Chinese Exclusion Law"?" Primary Source I -- "New Law Damages Arizona's Credibility"

Additional Resources

Ancient Athenian Citizenship For more information about citizenship in Athens, look at Resources section on Student Lesson. These are 19th century historical primary sources on Ancient Greek citizenship: Charles Burton Gulick, T//he Life of the Ancient Greeks// (1902), Chapter 5 "The People" pp. 60-70. Google Books William Stearns Davis, //A Day in Old Athens// (1914), Chapter 16, pp. 147-150. Google Books

Chinese Exclusion Act John Soennichsen, The Chinese Exclusion Act of 1882 (2011). Google Books Preview James J. Ayers Chinese Exclusion (1878) Google Books Regulations relating to Chinese exclusion, etc: Letter from the secretary ... United States Bureau of Immigration (1902) Google Books

Arizona State Law 1070 State of Arizona, SB1070 Public Information Center Gabriel J. Chin, Carissa Byrne Hessick, Toni Massaro & Marc Miller, [|//Arizona Senate Bill 1070: A Preliminary Report//], Social Science Research Network Mexicanos.co [|Fact sheet for S.B. 1070] ([|Hoja de resumen para la S.B. 1070])

General [|United States Code Title 8 – Aliens and Nationality]

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