tlp_11_jpowers_teacherside

=Teacher Side Template-- Jennifer Powers=


 * My Lesson Title:** Traditions


 * Grade Level(s):** Third


 * Age Level(s):** 8-10 years old


 * Subject Areas:** History and Social Studies


 * Essential Question:** How did immigrants try to fit in in America, while at the same time try to preserve their old traditions?


 * Unit Goal**
 * o1 Your Unit’s goal:** Students will be able to identify ways that immigrants living in America during 1890-1910 tried to fit in in America and also tried to preserve their old traditions.


 * Objectives:**
 * o2 Lesson Objective 1:** Students will be able to discuss what it means to be American.


 * o3 Lesson Objective 2:** Students will be able to discuss how they would feel if someone made them change their traditions that they had grown up celebrating.


 * o4 Lesson Objective 3:** Students will be able to identify the things being taught at the Denison House, and then form opinions about what they notice.


 * o5 Lesson Objective 4:** Students will be able construct a brochure for their pretend settlement house that is trying to persuade a new immigrant in America to come to their settlement house.


 * Curriculum Standards:**
 * o1 Standard 1:** 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.


 * Materials/Resources:** computer and/or tv to watch short video clip, a clues, problems and wonderings graphic organizer (a KWL chart would serve the same purpose), brochures to use as models, construction paper, markers and crayons, various print outs of primary sources listed below

On Day one students will watch a clip from a video about and Italian family's holiday traditions**:**
 * o1 Primary source 1:**

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Watch Episode 1: Holiday Tables and Traditions on PBS. See more from Lidia Celebrates America.

On Day two students will read excerpts from a book called __Foods of the Foreign Born in Relation to Health.__ [|http://books.google.com/books?id=uHACAAAAYAAJ&ots=yEz4_KEN79&dq=Foods%20of%20the%20Foreign%20Born%20in%20Relation%20to%20Health&pg=PR1#v=onepage&q&f=false]
 * o1 Primary source 2**

On Day three Part A students will look at these three primary sources dealing with the Denison House. [] Denison House schedule of classes [] Denison House brochure Center for Americanization: [|ps11-jpowers-centre-americanization.pdf]
 * o2 Primary source 3**

Continued on Day three Part B students will read this article from the Bolletino**.**
 * o3 Other**

Bolletitino: [|ps11-jpowers-bolletitino.pdf]

o4 Other Still, continued on Day three Part B, students look at various primary source pictures of classes offered at the Denison House. > Seven boys in a woodworking class > Kindergarten class at Denison House girls and boys seated at tables with pegboard games and teachers > Girls preparing food and washing up in a cooking class at Denison House > Photograph of children listening to storytelling in the green room > Boys in a gymnastics class > Girls and boys, holding flowers and Italian flags, posed in the backyard of Denison House
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 * Timeframe:** __(Hours):__ Feel free to change around Days 1-4 according to your schedule. I will be aiming for an 45 minutes to an hour for each day.


 * __Student Foundational Skills:__**
 * __o1 Skill 1__**: Students will need to have some background knowledge of what immigration means and why people immigrate.
 * __o2 Skill 2__**: Students should be used to working in partners and have cooperation skills.


 * __Activities:__**
 * __(1)__ Day One: Discussion about family traditions**

Today you are going open the discussion by talking about family traditions. Ask the students:
 * What is a tradition?
 * Does your family have certain traditions?

Have the students turn to the person next to them to share some of their family's traditions. Then ask: Of your family's traditions, which things are "American" and which things come from other countries? Have students share out their responses.

Show them the video clip of Holiday Tables from PBS. After viewing, have a group discussion using the following questions as conversation starters:


 * What traditions do you think came from Italy that are still in America today?
 * What does it mean to be American?


 * (2) Day Two: Keeping and Giving up Traditions**

Today students are going to read some excerpts from a book called __Foods of the Foreign Born in Relation to Health.__ [|http://books.google.com/books?id=uHACAAAAYAAJ&ots=yEz4_KEN79&dq=Foods%20of%20the%20Foreign%20Born%20in%20Relation%20to%20Health&pg=PR1#v=onepage&q&f=false] Put the students into partners, and different groups may be reading different excerpts. Write these three questions on the board for students to discuss with their partner after they finish reading. After they have had time to share with their partners, bring them back together as a whole group to share. Here are the questions to guide discussion:


 * 1) What did you learn about Italian food traditions that related to the video from yesterday?
 * 2) Why might Americans want to change these traditions?
 * 3) How would you feel if someone made you change traditions you had grown up celebrating?


 * (3) Day Three: Introduction to Settlement Houses**

Put the students into groups of five to look at primary sources dealing with Denison House. They will work together to fill out a Clues, Problems, and Wonderings graphic organizer for the two primary sources. At the end bring everyone together as a whole group to talk about what they noticed.
 * Part A:**
 * [] Denison House schedule of classes


 * [] Denison House brochure

> Center for Americanization: [|ps11-jpowers-centre-americanization.pdf]

Read this article from the Bolletitino, a newspaper in 1910 for Italians. Part of this newspaper is in English and part is in Italian. Read through the English part together to see what students can find.
 * Part B:**

Bolletitino: [|ps11-jpowers-bolletitino.pdf]

Now send them go back into their groups to look at various pictures from Denison House classes. Students will use their Clues, Problems, and Wonderings graphic organizer to write down what they are noticing as they look at the pictures. When they have finished analyzing the pictures, come back together as a whole group to discuss what they noticed. > Seven boys in a woodworking class > Kindergarten class at Denison House girls and boys seated at tables with pegboard games and teachers > Girls preparing food and washing up in a cooking class at Denison House > Photograph of children listening to storytelling in the green room > Boys in a gymnastics class > Girls and boys, holding flowers and Italian flags, posed in the backyard of Denison House
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Conversation starters for closing discussion:


 * What kinds of things were people being taught at the Denison House?
 * Do you think these things would be important to teach to new immigrants coming to America today?
 * What kinds of things do you think would be most important to teach new immigrants?
 * How could we help the immigrants also keep their old family traditions from their old country?

(**4) Day Four: Designing the Brochure**

Today students will be creating their final project, the brochure. Ask students if they have heard of the word brochure. Show them examples of brochures that you have collected to use as examples.

Tell students that their job today is to design a brochure similar to these one. They are designing a brochure for their own pretend settlement house. They should be using they things they have discovered over the past 3 or 4 days to design these brochures. As them:
 * What kinds of things would you want to teach at a settlement house today?
 * What tradiitons might people want to hold on to?

Explain to students that their brochure should be trying to persuade a new immigrant in America to come to their settlement house. Tell what would be offered there. How would their settlement house help them become "American" while at the same time allow them to keep some of their old traditions?


 * __Assessments: Limited to this lesson.__**
 * __o1 Assessment 1__**: Use class discussions on Days one-three for assessments.


 * __o2 Assessment 2__**: The overall assessment is the finished product, the brochure. Ask yourself if students were able to use the knowledge they gained to design a brochure that would persuade immigrants to come to their settlement house.

settlement house that includes classes and activities to help immigrants become "American" and also hold onto their old traditions. || Students create a neat, organized brochure that describes more than three classes they would offer at their settlement house. They are also able to explain their reasoning for each class. || Students create a neat, organized brochure that describes at least three classes they would offer at their settlement house. They are able to explain their reasoning for each class. || Students create a brochure that is unorganized, but describes three classes they would offer at their settlement house. They are able to explain some of their reasoning. || Students create a brochure that is unorganized and messy. They have less than three classes described for their settlement house. They are unable to explain their reasoning. ||  ||
 * You will be able to.... || Strong || Good || Adequate || Inadequate ||  ||
 * create a brochure for your

Name ___ Date:__
 * __Questions__**:

America is. . . the great Melting Pot! Here you stand, good folk, think I, when I see them at Ellis Island, here you stand in your fifty groups, with your fifty languages and histories, and your fifty blood hatreds and rivalries. But you won’t be long like that, brothers. . . . Into the Crucible with you all! God is making the American.—Israel Zangwill, //The Melting Pot//, 1908
 * 1) Read the passage below and then answer the question
 * Which of the following phenomena does the passage celebrate **?a. Assimilationb. Repatriationc. Separatismd. Communalism
 * 1) **Which statement best expresses the melting pot theory as it relates to American society **?
 * 2) Only European immigrants will be allowed into the United States.
 * 3) All immigrant groups will maintain their separate cultures.
 * 4) Different cultures will blend to form a uniquely American culture.
 * 5) Immigrant ghettos will develop in urban areas.

_____ _ _____ _
 * 1) The United States is a big country with many people. The people of the United States come from many backgrounds. Some of us were born here. Some of us were born in other countries. But, as Americans, we share many important things. **Give two reasons why the United States benefits from having people from many different countries and backgrounds.**

<span style="font-family: 'Times New Roman','serif';">_____ <span style="font-family: 'Times New Roman','serif';">_ <span style="font-family: 'Times New Roman','serif';">_____ <span style="font-family: 'Times New Roman','serif';">_
 * 1) <span style="font-family: 'Times New Roman','serif';">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__.

<span style="font-family: 'Times New Roman','serif';">_____ <span style="font-family: 'Times New Roman','serif';">_
 * 1) **<span style="font-family: 'Times New Roman','serif';">What is a tradition **<span style="font-family: 'Times New Roman','serif';">?

<span style="font-family: 'Times New Roman','serif';">_____ <span style="font-family: 'Times New Roman','serif';">_
 * 1) **<span style="font-family: 'Times New Roman','serif';">What is a settlement house? **


 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__** Be sure to gather some brochures to use as models for the final project. They usually have them at local gas stations or convenience stores**.**


 * __o2 Note 2__** Some of this lesson might need to be changed for various learning abilities. I tried to use many different kinds of primary sources to allow various learning styles to be able access this lesson. Feel free to differentiate accordingly.

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