tlp_10_lmaltais_teacherside

= = Linda's Lesson Page Teacher Side

Linda's Teacher Lesson Page (Student Side)


 * Lesson Title:** Considering Citizenship; A closer look at The Keverian's


 * Author:** Linda Maltais


 * Unit Title:** Considering Citizenship


 * Grade Level(s):** 5th grade


 * Age Levels(s):** 9-11 years


 * Subject Area:** Immigration and citizenship


 * Essential Questions:** What were immigrants claims on citizenship?

How would this apply to my family?
 * Lesson Essential Questions:** What did immigrants seek to gain by immigrating to the United States? What did the U.S. gain by allowing immigration and naturalization/citizenship? What ideas did immigrants to America have about citizenship and about the role of government in their lives? How did immigrants influence and participate in American civic life?


 * Unit Goals:** Using prior knowledge of becoming a citizen. Knowing and understanding what primary sources are and how they are used. Understanding the importance of primary sources for documentation. Realizing that each person can contribute to their world.


 * Objectives:** Students will compare immigration and citizenship from both sides; that of the immigrant and that of the United States. Students will examine and know where their family came from and where they might be going. To have students recognize that everyone can make a difference.


 * Curriculum Standards:** 5.27 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.

computers with online connections; printer/scanner for copying originals in color census records, draft cards, naturalization papers,(copies for investigation) photos; local maps/world maps the ability to project documents
 * Materials/Resources:**


 * Time frame:** 4-6 weeks (seeing the students 2x week)


 * Student Foundational Skills:**Students will know how to become a US citizen from previous lessons; reading non-fiction text; computer researching ability

Students will begin collecting items such as recipes, style of dress,or language that families brought with them when they moved to the US. The teacher will be showing pictures of trunks, luggage, bags,style of dress,and the "word trees" from Ellis Island. We will be discussing and examining what immigrants brought with them and what they left behind. The teacher will show the students what the Keverians' had in their "trunk" as a guide. Then the students will "collect" their own items that tell the story of their family's immigration. ("collect" means that they can use photos of items too large or valuable to bring in or written stories from grandparents, etc)
 * Learning Activities and Organizational Notes:**
 * //One week before beginning unit://**

All students will have at least 4 items in their "trunk" at this time. Students may have packed personal records like, birth certificates, marriage records, diplomas, letters, newspaper clippings, a family Bible, or photographs. The students will be divided into groups of no more than 5 students. Each group will select a scribe. Each student will have a turn opening and sharing what is in their "trunk". As each student shares; the chosen scribe will write facts that the group finds from the items in each "trunk". A "packing list" will be available for each student to keep with their trunk for future reference. Choosing a student who is well organized and prints well as a scribe helps those who would otherwise find this task difficult.
 * Day One**:

Students will learn about Nazar Keverian. They will learn where he came from and why he came to the US. They will review a map of Armenia and a short history of the time period. The students will start to understand what could cause a person to leave their home (the push) and why he chose to come to the US. (the pull) The students will see a photo of the ship on which Nazar came to Ellis Island and the ship's manifest. Students will return to their former groups, they will have an opportunity to look at the ship's manifest more closely and answer these questions.
 * Day Two:**

1. What is the name of the ship? 2. Where did the ship sail from? 3. Can you find Nazar's father's name? 4. Did Nazar come with any other family member?

Now the students need to return to their personal items; 1. Do they have evidence of where their family came from? They need to get a map of the country.(online). 2. How did their family get here; boat, plane, car?(students might have to ask at home) 3. What year did the family immigrate? 4. Are there any other family members that came with them?

The students will write the answers to these questions on their "packing list" and place their documents in their "trunk".

The students now know that Nazar Keverian arrived here in 1913. They also know why. Now the students will learn how to find out where Nazar went after he arrived in the US. The class will observe while searching NARA and Ancestry.com for documents about Nazar Keverian.
 * Day 3:**

1. The students find a WWI draft card. Have them discuss these questions: a) What year is this card issued? b) What is Nazar address? c) What or where does Nazar work? d) Can you find Nazar's birth date?

2. The class discovers a U.S. Naturalization Record for Nazar Keverian.

Each group will come up with 3 questions that can be answered by reading this card carefully. These will be shared whole class and written on the board.

3. As the class searches they will find that Nazar sails for Syria. We will discuss that during the time Nazar left Armenia many people died or were forced to leave the country because the Turks did not want them there. Nazar goes to Aleppo, Syria and marries Eliza a family friend. Nazar and Eliza are married in Aleppo, Syria. We have another document, a certificate of marriage, which gives us even more information.

The students need to decide what significant pieces of information we can find on this document.

4.The students will look at 3 final documents, 1930's census, Eliza's naturalization records,and Nazar's WWII draft card.

a) The students should be directed to look carefully at addresses on these documents. b) Have the students look at all the documents. Discuss: "What information has changed over time for Nazar?"

Students now need to search through their own documents. What documents/information do they have? What information do they still need? To write about their ancestor they will need to have the following:
 * country immigrated from
 * what job did your ancestor have
 * map of that country
 * port of entry to US
 * date of arrival
 * why did they come to the US
 * did they or will they become a citizen

Students can have as many photos and memorabilia as they want, just be sure that they are allowed to use originals or that copies are made.


 * Assessment:**

//**WILL BE ABLE TO...**// || //**STRONG**// || //**GOOD**// || //**ADEQUATE**// || //**INADEQUATE**// ||= //**WEIGHT**// ||
 * //**STUDENTS**//
 * Collect significant personal items to help tell a story || 4 or more relevant artifacts || 3-4 relevant artifacts || 2-3 somewhat relevant artifacts || no artifacts ||=  ||
 * Interpret documents and gain factual knowledge through this investigation || independently find facts to support research || once taught can find facts to support research || tries to make connections but is not independent || makes no effort to find facts ||=  ||
 * Construct a book that tells a non-fiction story of an ancestor; which displays and answers who, what, where, when, why and how their ancestor immigrated to the US. || Compiles an engaging account of ancestors and as able to answer the 5W's and 1H; adds creative touches like anecdotes3- || Answers 4-5 questions in a chronological manner. Some information made interesting using the documents, photos and maps that support those facts. || Answers 2-3 questions. Leaves reader with other questions. Use of documents, photos and maps is minimal. some facts are supported || no effort is expended to putting a book together ||=  ||

Pre-/Post-Test Questions:

2. 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

6. 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. Identify 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.

10. 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 sources.**

11. What drove many Irish immigrants to the United States?

a. The Great Irish Famine b. The Know-Nothings c. The labor movement d. The temperance movement

12. Which of the following is a reason Irish immigrants were treated poorly?

a. Their skillfulness in farming b. Their history of attacking America c. Their poverty and willingness to work for low wages d. Their skin color

44. What is the purpose of the Bill of Rights?

a. To say how much Americans should pay in taxes b. To protect freedoms like freedom of speech c. To describe the jobs of the President and Congress d. To make Washington, D.C., the capital of the United States

45. What is one of the basic purposes of government in the United States?

a. To protect the rights of individuals b. To have fire drills in public buildings c. To elect a new President every four years d. To keep criminals in federal prisons

46.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, that whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

46. According to the passage, the most important purpose of government is to protect

a. people from harm b. the church c. the truth d. people's rights

AND

Which of the following is NOT a reason either Nazar or Eliza Keverian came to the United States? A. Economic opportunity B. The Holocaust C. War where they lived D. The Armenian Genocide


 * Teacher Notes:**

See notes in Organizational Activities above.

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