tlp_11_mstone_teacherside

=Teacher Side Template--Matt Stone=


 * My Lesson Title: The North End: The Beginning of a New Life**
 * Unit Title**
 * Grade Level(s): 7th**
 * Age Level(s): 12 and 13**
 * Subject Areas: History and Social Studies**

How has immigration contributed to the narrowing and expansion of American civil ideals?
 * Essential Question:**

Demonstrate how Eastern European Jewish immigrant used Boston's North End to assimilate into American culture.
 * Unit Goal**
 * o1 Your Unit’s goal**

Analyze a sample HIAS card/passenger list discussing the information provided on the card and how it might determine the circumstance and potential of a Jewish immigrant in Boston. Understand the history of Boston's North End, specifically when Jews were the dominant immigrant group between the years of 1880-1920 Determine what information can be uncovered from transcribed passanger lists from immigrant ships about individual immigrants by comparing and contrasting with information on other immigrants. Design a roadmap profile of a sample Jewish immigrant entering the United States between 1880-1920..Based on the details of the sample immigrant, determine if the immigrant would have had the opportunity to assimilate successfully into American culture.
 * Objectives:**
 * o2 Lesson Objective 1**
 * o3 Lesson Objective 2**
 * o4 Lesson Objective 3**
 * o5 Lesson Objective 4**


 * Curriculum Standards:**
 * o1**
 * USI.15** Explain the varying roles and responsibilities of federal, state, and local governments in the United States.

HIAS Immigrant Card Boston Bromley Map of the North End (1890) Boston North End Ethnic Change Map (1880-1925) Boston Bromley Map of Roxbury (1915) Photograph- inside the Baldwin Street Synagogue Photograph- school outside the Baldwin Place Synagogue Photograph- exterior of Baldwin Place Synagogue Passenger transcription lists from immigrant ships
 * Materials/Resources:**
 * o1 Primary source 1**
 * o1 Primary source 2**
 * o2 Primary source 3**
 * o3 Other Primary source 4**
 * o4 Other Primary source 5**
 * o5 Other Primary source 6**
 * o6 Other Primary source 7**
 * o7 Other Primary source 8**
 * Timeframe: __(Hours)__**

Three day lesson: 45 minute period each day=2 hours and 15 minutes total of in-class time Total assigned homework: 30 minutes

Students should have basic knowledge of American immigration patterns and tendencies. Students will be required to use computers to locate which immigrant profile they will research. Students must have some prior ability to working with both primary and secondary sources, __o**4 Skill 4**__
 * __Student Foundational Skills:__**
 * __o1 Skill 1__**
 * __o2 Skill 2__**
 * __o3 Skill 3__**

the passenger ship lists. immigrants interacted and assimilated with others at the time.
 * __Activities:__**
 * __(1) Day One:__**
 * The teacher will provide necessary background material on the topic in the form of a lecture and a hand out for students to complete during lecture.
 * The teacher will demonstrate a sample HIAS card and what the information on the card might suggest about the immigrant.
 * __(2) Day Two__**__:__
 * Students will break into assigned groups and choose which immigrant they wish to research based on the immigrant ship passenger lists.
 * Student groups will write this information on a large post-it note to display around the classroom.
 * Student groups will fill out a worksheet drawing conclusions from the information on their own immigrant
 * For homework, students will read a secondary source that defines some possible places these immigrants would have interacted and developed relationships.
 * __(3) Day Three:__**
 * Student groups will synthesize this information by writing a diary entry of the immigrant's possible assimilation into American culture based on the information from
 * Student groups will then create an illustration of their immigrant interacting with another group's immigrant based on the primary sources to demonstrate ways that


 * __Organizational Notes:__**
 * (1)** Students will be in assigned groups with clearly defined expectations written on the white board


 * __(2)__** Will need large post-it notes and copies of worksheets


 * __(3)__** Projector necessary for the lecture

**INSERT 5-10 assessment items from Assessment item page.**
 * __Assessments: Limited to this lesson.__**
 * List by question number. **

Day one: lecture worksheet Day two: worksheet and post-it note with check list Day three: roadmap worksheet with diary and illustration (rubric) Rubric for entire project based on student work covering the prior three days
 * __o1 Assessment 1__**
 * __o2 Assessment 2__**
 * __o3 Assessment 3__**
 * __o4 Assessment 4__**

Two computers available for classroom use
 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**
 * __o2 Note 2__**


 * __o3 Note 3__**

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