tlp_10_hrossow_teacherside

=Hope's Lesson Page Teacher Side=

Hope's Teacher Lesson Page (Student Side)


 * Lesson Title:** Free To Be Me


 * Author:** Hope Rossow


 * Unit Title: TBD**


 * Grade Level(s):** 2-3


 * Age Levels(s):** 7-9


 * Subject Area:** Social Studies


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

Students will understand the importance and the role of the founding documents to immigrants entering the United States in the early 1900's.
 * Unit Goals:**

Students will be able to identify at least 3 of the rights they deem most important by studying what rights Mary Antin's family was seeking in America that they didn't have in Russia.
 * Objectives:**

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

> Classroom Book: > ISBN: 07922-86839
 * Materials/Resources:**
 * [|Congress for Kids]
 * "The Promised Land" by Mary Antin
 * "Kids are Citizens" by Ellen Keller - Links to Teacher's Guide
 * [|Old Chelsea Photos]
 * [|Chelsea Square Photos]
 * [|Chelsea Broadway]
 * [|Chelsea Business]
 * [|pale pics]
 * WGBH Freedom: A History of US


 * Timeframe:** 2-3 Days( 30-40 minute lessons)


 * Student Foundational Skills:**
 * Ability to think critically and answer questions about unfamiliar images that are presented
 * Ability to read and write at grade level
 * Ability to work successfully in small groups
 * Ability to compile and complete a poster demonstrating their understanding of the topic

The students will be split into small groups. Each group will be given a set of images. Some groups will have all images of Chelsea, and the other groups will be given images of a Russian Pale. Without giving the students any background to the images, they will be asked to answer a set of questions about their images. **Where/when do you think these pictures were taken? Would it be easy to live here? Why or why not? What do you think life was like for children who lived here?**
 * Learning Activities and Organizational Notes:**
 * Day One-**

After the groups have completed their image inquires, the class will reconvene. As a group, we will look at all of the images,discuss the details of the images, and groups will share their thoughts from the inquiry page. At the end of the lesson, students will be introduced to the early life of Mary Antin(where she came from, when she moved to Chelsea, etc.). They will then learn that the images are things that Mary would have seen on a daily basis in both Russia, and Chelsea.

//The boasted freedom of the New World meant to him far more than the right to reside, travel, and work wherever he pleased; it meant the freedom to speak his thoughts, to throw off the shackles of superstition, to test his own fate, unhindered by political or religious tyranny.// As a class, we will discuss what freedoms we have as citizens of America. What would it feel like if we didn't have some of those rights? What rights do you find most important? The children will then again work in groups to learn about Mary Antin and her family. The groups will be given exerpts from "The Promise Land" that relate to our discussion, examples of Mary's school work, and images of Russia and Chelsea. Groups will be asked to brainstorm what rights are most important to them, and what rights seemed most important to the Antin's. Each group will be asked to create a poster showing the rights they feel are most important living in America. Students will finish and present their posters**.**
 * Day Two-**
 * Day Three-(if needed)**


 * Lesson Assessments:**

Student posters Multiple choice quiz

__Assessment questions__: 2, 3, 32, 34 a&b, 37


 * Teacher Notes:** Make sure to pair your struggling students with more advanced students to help increase their knowledge of the topic, or work with a small group of your own.

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