tlp_11_ldisalvatore_teacherside

=Teacher Side Template-- Lisa DiSalvatore=


 * My Lesson Title**: Matthew Washington Bullock
 * Unit Title:**
 * Grade Level(s):** Grade 3
 * Age Level(s):** 8 years old
 * Subject Areas:** History and Social Studies

//Strand 1 : Grade Level: 3 // //How have immigrants responded to pressures to assimilate?//
 * Essential Question:**

o1 Your Unit’s goal
 * Unit Goal**

__//**Summary:**//__ Students learn about Immigration and the Great Migration of African Americans to Everett, specifically Matthew W. Bullock. They examine photographs, maps and read a biographical sketch about Matthew Washington Bullock. They learn about how and why families move to a particular place and the decisions about what things in their life are important to them.


 * Role:** You are a taxi driver in the City of Everett in 2011.
 * Audience**: Your taxi fare is the descendant of Matthew Bullock.
 * Situation: -**follow his life story using primary source documents.

//**Step:** //
 * 1) Learn about Primary Sources.
 * 2) Make observations about visual sources and record and describe details you see.
 * 3) Identify similarities or differences.
 * 4) Read a short Biography.
 * 5) Examine Primary Source documents
 * 6) Complete a Time Line
 * 7) Examine Historical and current maps make observations

__//**Objective:**//__
 * 1) **Students are able to describe the meaning of immigration/ emigration and identify reason why immigants/ emigrants left their homes.**
 * 2) ** Students are able to make visual observations between 2 primary source photos and are able to identify similarities and differences in clothing etc. **
 * 3) ** Students are able to explain how an object of everyday life in the past might tell us how ordinary people lived and how everyday life has changed **

o2 Lesson Objective 1: o3 Lesson Objective 2: o4 Lesson Objective 3
 * Objectives:**
 * . Students can describe the meaning of immigration/ emigration**
 * . Students are able to identify reasons why immigrants/ emigrants left their homes**
 * . Students are able to Identify similarities and differences between 2 primary source photos **

o1 Standard 1: //**3.7 -**// - **//After reading a biography of a person from Massachusetts in one of the following categories, summarize the person's life and achievements.//**
 * Curriculum Standards:**
 * **//e. political leadership (//****//Matthew Washington Bullock - Everett MA)//**

o1 Primary source 1:
 * Materials/Resources:**
 * Review Vocabulary**
 * Use photo from Library of Congress - Children**
 * Use 3 photos of Matthew Washington Bullock**
 * Use questions and photo analysis tool**

o1 Primary source 2
 * Show students primary source documents using overhead projector**
 * Slave Census**
 * 1900 Census**
 * Maps of Everett**

o2 Primary source 3

o3 Other: **access to the internet for primary source power point primer** o4 Other o5 Other


 * Timeframe**: __(Hours)__
 * (2-3) 45 minute classes**

__Student Foundational Skills:__ __o1 Skill 1:__ **Explain to students that immigration is the movemnet of people from one place to another for permanent residence.** __o2 Skill 2:__ **Show students a world map and explain that people from all over the world immigrate to America for many reasons** __o3 Skill 3:__ **What is a taxi, and what does a Taxi Driver do?** __o4 Skill 4__

Remind students what they learned and studied about immigration earlier in they year - [Review vocabulary: Immigration and Migration] .Immigration -When people (like the Pilgrims, move from another country to the United States. Also mention that many of our students here in Everett have immigrated and moved to Everett from other countries. Some come from Haiti, Brazil, Puerto Ricco etc. . Migration - When people move within their own country from north to south or east to west itss called migration.
 * __Activity (1) Day 1__**

Display the Primary Sources -powerpoint (grade 3) [|PrimarysourcesQuiz.ppt] on computer overhead projector and discuss the importance primary sources (ie they tell us about the past using a first hand account.) Show students the primary source photos and have them document their observations using the

Primary Source Analysis Tool
__Organizational Notes:__

Have students pair up with a partner and take turns reading the short biography of Matthew Bullock. Have the class rejoin together, and as a class guide them in their viewing (on the overhead) look at the slave census document and the 1900 Everett census. Discuss what things can be learned from the documents. (ie.. Bullock family address on census)
 * __Activity (2) Day 2__**

__Organizational Notes:__

Students are guided in their viewing of old and new maps of Everett, MA. and locate Bullock family address. __Organizational Notes:__ A great back up activity is to break the children into small groups of 3-4 students. Give each group a copy of the photographs and documents of Matthew Bullock and ask them to make a collage of his life and accomplishments.
 * __Activity (3) Day 3__**

__Assessments: Limited to this lesson.__ __o1 Assessment 1__

__o2 Assessment 2__

__o3 Assessment 3__

__Teacher Notes: Helpful lesson tips.__ __o1 Note 1__

__o2 Note 2__

__o3 Note 3__

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