tlp_10_mdebari_teacherside

=Michela's Lesson Page Teacher Side=

Michela's Teacher Lesson Page (Student Side)


 * Lesson Title:** A transforming Neighborhood: the Boston North End and the Italian Experience at the turn of the century.


 * Author:** Michela De Bari


 * Unit Title:** The Boston's North End: a Transforming Neighborhood.


 * Intro:** Experiencing Immigrant ethnic groups in the Boston's North End at the turn of the century.


 * Grade Level(s):** 6th through 8th


 * Age Levels(s):** 11-14


 * Subject Area:** Foreign languages. (Italian)


 * Essential Questions:** How did immigrants respond to America's systemic inequalities?


 * Guiding Questions:**

1. How did immigrants express their experiences of coming and living in America? 2. What was life like for working and living in cities during the industrial revolution? 3. What patterns of immigration are visible in the Boston's North End? 4. What are some of the changes brought about by the Industrial Revolution in the Boston North End?

Students will apply the basic principle of historical thinking by researching and weighing primary information sources, and forming their own conclusion from those sources to interpret how was the life of immigrants working and living in cities during the industrial revolution. Students will also understand how different ethnic groups experience assimilation in the America fabric according to their ethnicity.
 * Unit Goals:**

Students will be reaching an understanding as to the various transformations the North End of Boston underwent during the end of the 19th century and the beginning of the 20th century thanks to the industrial Revolution. They will be able to analyze images and maps to gather data and information. They 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:**

--> US 2.2 Explain the important consequences of Industrial Revolution: a. the growth of big business b. environmental impact c. the expansion of cities
 * Curriculum Standards:**

- Primary sources: Newspaper articles, reproduction of photos, maps. - Secondary sources: - The North End. Boston 200 neighborhood. History Series. 1975 - A city so grand. The Boston Italians. The changing faces of the Boston North End. Stephen Puleo. - - Graphic organizer: KWL chart - Image Analysis Worksheet - Guiding question worksheet - Rubrics, Quiz
 * Materials/Resources:**
 * -** Powers points presentations.


 * Time frame:** 1880-1910


 * Student Foundational Skills:**

The ability to read maps and to look at photographic images to interpret the larger story. Ability to interpret and to make inferences based on the data collected. The ability to work cooperatively in groups and to take on different roles within the group.

Students be given two types of maps, North End Maps from various time periods and Ethic groups maps.
 * Learning Activities and Organizational Notes:**
 * 1. Inquiry through the studies of maps**.

Students will work cooperatively in groups to gather information from Boston North End ethnic groups maps from the years, 1880, 1885 and 1910. Their goal is to try to identify any immigration patterns in the North End at the turn of the 20th century. Using the data that their group has collected from the maps along with excerpts about immigration data, students will rank each ethnic group from largest to smallest and will draw some conclusion as to the transformation that the neighborhood underwent during the Industrial Revolution. Findings will be shared in class. Some guiding questions: In their groups, students will locate various landmarks present in the maps. These will include churches, burial grounds, parks, synagogues, schools, businesses, factories and other institutions or landmarks present at the turn of the century. Students will make a list of thier findings and will discuss some points**.**
 * a) Ethnic group maps activity:**
 * What are these maps showing?
 * Which immigrant group was the largest presence in the North End in 1880? And how did that changed by 1910?
 * How many ethnic groups settled in the North End during that time frame?
 * In 1910 the North End residents were mostly Italian from various regions. Can you identify which regions they were from and rank each groups from largest to smallest?
 * Why would Italian immigrants group with people from the same region or town and would not mix together?
 * b) North End maps activity:**

**Day 2) Inquiry using photographic images.** Students will be working in groups to analyze photographic images of historical landmarks located in the North End as well  as of immigrants, from various time periods covering from circa 1850 to 1910. They will use the photographic analysis  worksheet to identify what is the larger story behind those images and will draw inferences based on specific guiding  questions as to the living condition of the new immigrants.  Students will share their findings to the class.  Links to images:  [|http://emory.loc.gov/ammem/collections/touring/]  [|http://memory.loc.gov/cgi-bin/query/I?detr:1:./temp/~ammem_rqdG::displayType=1:m856sd=det:m856sf=4a29640:@@@det]  [|Library of Congress] [|photo_analysis_worksheet library of congress.pdf] [|Robert Newman's House] [|The Hutchinson House (drawing/artice 1834-1906)] [|Thoreau House] [|Revere House] [|Paul Revere House _2] [|Children playing. Corner of Unity...] [|Courtyard with clothing line (Rear of Old Wells...)] [|Old Wells House, Salem St. 1893 (Potato Peddler)]

**Day 3) Inquiry using printed material from newspaper articles, diary entries to oral histories of immigrants.** Students will now group by interest and will choose to either read newspaper articles, oral histories or immigrants stories.  They will use a list of guiding questions to understand the larger stories and the perspectives, and to make inferences about  the living conditions and inequalities that new immigrants might have experienced.  Students will share their finding with the class.

**Day 4) Students Projects: Creating an visual autobiography of students’ heritage.** To conclude the unit on immigration students will be asked to create a visual diary about their family heritage. They will be  conducting some research about family members who came into the country through Ellis Island using the website on  immigration records. They will gather some information about their family traditions and customs that were passed down to  them from their ancestors. Students will create a visual about their findings.  Students will use worksheets to gather information about their ancestors’ background and will share their finding. Posters or  diaries will include a map of the country of origin of their ancestors, photographic images, a passed down family recipe or  stories (oral history), an account of what are some of the traditions that are still observed by their family and information about their immigrant ancestors. Students who do not have any records of their family will create a fictitious family using the data from the immigration records from the Ellis Island Archive. [|Immigration Recorsds] [|Immigrants Experiences from Ellis Island Archive]

On going in class during sharing and discussions Multiple choices and open response quiz. Visual presentation of students family history and background.
 * Lesson Assessments:**


 * Questions used for pre and post assessment: 1, 2, 3, 4, 5, 6, 7, 9, 10, 12, 15, 17, 18, 19.**


 * Teacher Notes:**

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