tlp_10_ldisalvatore_teacherside

=Lisa's Lesson Page Teacher Side=

Lisa's Teacher Lesson Page (Student Side)

**Lesson Title:** So, You Want To Become An American Citizen?

 * Author: Lisa DiSalvatore**


 * Unit Title:** To Be Determined..


 * Grade Level(s):** Grade 5


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


 * Subject Area:** History & Social Studies - Citizenship

5.27 Strand 2: 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.
 * Essential Questions:**

Why did immigrants become American citizens? What factors made them choose to stay in America or leave and return to their home country? What does it mean to be an American citizen and what roles and responsibilities come with the rights of being an American Citizen
 * Guiding Question:**


 * Unit Goals:** ﻿ TBD..


 * Objectives:**
 * How to apply strategies for analyzing letters, interviews and eyewitness accounts
 * Understand what it means to be an American citizens
 * Can describe why immigrants become American citizens, and what roles and responsibilites come with the rights of being an American Citizen.


 * Curriculum Standards:**.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.


 * Materials/Resources:**
 * Naturalization Papers
 * Census Records
 * Photo of Ship
 * Photo of old country
 * photo of home in Everett
 * Maps of town and city of Everett


 * Timeframe:** 2 or 3, 45 minute classes


 * Student Foundational Skills:**
 * Use Reading skills and strategies to understand and interpret primary source census documents.
 * Compare and contrast local and national census data to understand changes in immigration and identify patterns over time.
 * Analyze census data for social and economic significance.
 * Connect census data to historical events

__**Day 1**__ __**Day 2**__ Have students return to present to 2011.
 * Learning Activities and Organizational Notes:**
 * Instruct students to click on the link to view Ben’s Guide to U.S. Government for Kids [] and learn about the rights of citizenship offers. Ask students to think about the following questions: //What does being a citizen offer someone? Are there responsibilities or challenges associated with becoming a citizen?//
 * Have students review and examine each of the historical primary source documents for as the immigrant, Daniel Twohig . ie. primary sources included photographs, maps, census records, passenger lists, naturalization records relating to his life.
 * Pass out the link or photocopy The Digital History "The Story of a Sweatshop Girl: Sadie Frowne" Ask students to read story before next class and Digital History.com.
 * Ask students to think about and Analyze Sadie Frowne's account of being an immigrant. What was her immigrant experience? What does the account reveal about him/her and life here in the United States? Imagine Sadie Frowne speaking to Daniel Twohig (with the benefit of some time and distance travel). What would be her advice? What would be their Daniel Twohig's, response?

Invited guest (Recent immigrant and newly naturalized as a citizen) arrived in Everett/ America and in 2010 became a American Citizen. Have students listen to this person's story of immigration and her story of citizenship. __// Class visitor -podcast presentation link ] //__

Ask students to discuss their answers to these questions in small table groups:
 * Why would an immigrant want to become an American citizen?
 * Why participate in the process?
 * How do you become an American citizen?
 * How would the experience of Daniel Twohig as an immigrant in 1900 compare to today?

__**Day 3**__ Ask students to form small table groups of 4 students ask them to think about the experience of Daniel Twohig. Would his decision to become a citizen be any different today? Ask them to make this decision: So, do you, Daniel Twohig want to become an American citizen? If their answer is"Yes," why? If not, why not?

//Instruct Students to Then Write:// As "Daniel Twohig" from Everett, MA, share what you know and have learned about becoming an American Citizen by creating and illustrating your understanding of the PATH to American citizenship

They can do this in one of the following ways: a) Expressing this path to American citizenship as a poster b) Expressing this path in a "New Citizenship manual for immigrants moving to the city of Everett." c) Expressing this path by writing a brief immigrant story of Daniel Twohig including what you have learned during this lesson.

Have them keep in mind as they create their poster, manual, or story that they should include answers to these questions: In what ways can we monitor ourselves or tell if we are acting as good American citizens? How can we as citizens bring about changes in our government over time? //Directions for teachers to create podcast for their own local visitor to their own class..//




 * Lesson Assessments:**

// 4 // || // GOOD // // 3 // || // ADEQUATE // // 2 // || // INADEQUATE // // 1 // || // WEIGHTING // || a native American or be a citizen || Student is able to explain fully & give 3 + reasons || Able to explain at least 2 reasons || Able to explain at least 1 || Not able to explain or describe any reasons || 4 || becoming an American between 1840-1912 and present day in 2011 || Student is able to compare & contrast the process in a detailed manner using 3 or more ideas. || Able to c & c the process in a somewhat detailed process manner using 2-3 ideas. || Shows a limited ablity to c & c 1 idea and details are incomplete. || Student is unable to demonstrate knowledge of ideas. Unable to compare and contrast the path process of citizenship. || 4 || (Passenger records, photographs, maps, census records and naturalization records) illustrate the path to American citizenship || Student uses 3 + primary sources to illustrate the process. || Uses 2-3 primary sources in a somewhat detailed manner to illustrate the process || Shows limited use of primary sources. Uses at least 1 primary source. || Student shows no understanding or uses of primary sources. || 4 || an American Citizen || Student provides extensive list of 4-5 duties & responsibilities. || Student provides a list of 2-3 duties & responsibilities. || Student provides at least 1 duty & responsibility. || Student unable to provide knowledge of any duties & responsibilities || 4 ||
 * // STUDENTS WILL BE ABLE TO… // || // STRONG //
 * Explain /describe what it means to be
 * Compare and contrast the process of
 * Use primary sources as your guide,
 * Identify the duties and responsibilites of being

Grade 5 -Lesson Assessments:
 * So, You Want To Become An American Citizen?**

1. Imagine that you are studying immigration to the United States. You have the following sources of information available to you. a. A newspaper editorial the quota system that limited immigration b. United States census data telling how many immigrants came from which countries c. Journals written by immigrants

Identify by circling one source from the list above that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.

2. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.

a. b.

3. You are writing a report about immigration in the 1800’s. You cannot find enough information in any of your social studies books. What other sources could you use to get information? **Name three different primary sources.** a. b. c.

4. This is part of an interview with Catherine Moran McNamara, an Irish immigrant, who arrived in the United States around 1900.

Source: June Namias, First Generation: In the Words of Twentieth-Century American Immigrants, Beacon Press, 1978

Based on this document, state __two__ reasons many Irish citizens immigrated to the United States around 1900.

a.

b.

5. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.

a. b.

6. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list below and circle it. Tell what information you could get from that item that would help you.

a. a map of the place from 100 years ago b. a diary or journal from 100 years ago c. a local newspaper from 100 years ago d. an encyclopedia printed this year e. a cemetery

7. Name Three freedoms the Constituion promises and all American citizens enjoy.

Example of Answer: 1. Freedom of Religion 2. Freedom against unreasonable searches and seizures 3. Freedom of speech  8. Name one duty and responsibility of American Citizenship? Example of possible Answers: 1. The right to vote is a duty as well as a privilege. 2. Every person is expected to obey the laws of the community, state and country in which he/she lives. 3. All Americans are expected to respect the rights of others. 4. All persons living in the U.S. are expected to pay their income taxes and other taxes honestly and on time.  9. The process by which people from foreign countries become U.S. citizens is called [|naturalization]. Name three steps in this process a. b. c. Answer: File an application, take a naturalization examination, appear for a court hearing. (Questions 7- 9) Ben's Guide to U.S. for Kids []


 * Teacher Notes:**

For Day 1 -- //I plan to interview at least one recent immigrant and with their permission, include their story/ interview for the students to read/ listen.// __ Add audio link here. __ //These are the specific oral history questions to be asked of the recent Everett Immigrants: [|http://www.youthsource.ab.ca/teacher_resources/oral_specificq.html]// //I plan to include a podcast of a class presentation of recent immigrants' experiences of their naturalization process.// //__ Class visitor -podcast presentation link __// NOTES: Record this as an audio CD and give both written copy, web link and audio CD to English Teachers to listen to and have students analyze by thinking about and answering questions in advance. Inform teachers and students in advance of guest speaker and have them come prepared for a discussion when guest speaker arrives.

url}?f=print|print this page