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Lesson Plan

Immigration: Creating the American Melting Pot

Grade Levels

Intermediate, 8th Grade


Duration

Two class periods (45 minutes each)

Learning Objectives


The student will be able to:

  • identify where "old" and "new" immigrants came from and differentiate between these two groups.
  • explain what the phrase "Push and Pull Factors" means.
  • describe what the phrase "The American Dream" meant to people immigrating to the United States at the turn of the 20th Century.

Materials

Procedure

  1. Have students complete a DO NOW (3 minutes) activity: Define the following terms: immigrant, assimilation, famine, persecution.
  2. Q & A Discussion:
    • What do you think the difference between the groups called "old immigrants" and "new immigrants" was?
    • Why might people choose to leave the country they were leaving? (Push Factors)
    • Why might they choose to come to the U.S.? (Pull Factors)
    • How are Pull Factors incorporated in the "American Dream"?

    **The organizers for this section have been setup with SMART Board Magic Eraser - this means the answers are hidden and appear by erasing that area of the organizer.

    ** During this discussion complete the table and webs on the SMART Board for "Old" and "New" immigrants and for "Push" and "Pull" factors. At this time, I share the story of how my grandfather and his brother were orphaned in the late 1800s in England after their parents died in a mining accident and the struggles they had to overcome to get to America. It is also a good idea to relate the material back to 7th grade curriculum such as why the early colonists came to America. It provides a link to the past as well as serving to help review 7th grade material for the 8th grade state assessment. I try to tie something everyday to materials taught the previous year.

  3. Using the SMART Board open The Ellis Island Experience website and begin the exploration of Ellis Island and the people who passed through there.

    Discussion of key concepts and ideas will be held throughout the presentation. Not all topics and subtitles need to be opened as they are numerous. Index cards can be used in assigning the student at the board a specific item and task - pick and choose topics of key interest.

    The stories, information and photographs are all subjects for analysis and discussion. Students will come to the board to open the various topics and start the discussion. Public speaking is a key skill, as is student interaction and participation throughout the lesson.

    This website will be run by calling on students to open and read the various topics found in the parts of the site such as:
    HOMELANDS -
      • Where did the people come from? Which Push/Pull Factors would apply to people who came from each of the following areas; British Isles (Irish, famine), Northern Europe (Polish, poverty), Southern Europe (Italians, political persecution), and Russia (Russian Jews, religious persecution).
      • What Pull Factors existed in the United States to draw these people?


    THE JOURNEY -

      • Leaving Home: The Voyage in Steerage: Select 1 person's story to click (class discussion questions) What do you think of their story? Was the voyage easy, difficult?
      • Leaving Home: Crossing the Ocean: A few students will be called upon to sign in their last name to see where people with their last name have historically come from. What countries did most people with their name come from? Where are these places located around the world? What Push and Pull Factors would have motivated these people to leave their homelands?


    THE ARRIVAL -

      • Ellis Island: Students will be called upon to click on the following items and start the audio selection; Six Second Exam, The Hospital, Literacy Tests and Leaving the Island. Discuss the key points from each of the audio selections. What do you think it was like for these people? Was it fair?
      • Changing Names: Select students to open and read each of the 4 choices; Proof of Identity, Tickets, Please, Painstakingly Created passenger Lists, Speaking the Same Language and No Documentation, No Entry. Lead a short class discussion of each and their reason for being/importance.


    MOVING ON -

    • Sticking Together: Select students to select and introduce each of the following groups of people Italians, Russians, & the Irish by reading the selection.
    • Their Legacies: Select students to come to the board and select one of the pictures and play the audio file for that image. What did we learn about this person? Do you think coming to America was a good choice for them?
  4. After completing the journey through the website (2 class periods), wrap-up the information with a five-minute closure of key concepts and ideas such as Push and Pull Factors and the American Dream.
  5. Assign the Family Tree Project at the end of Day 1. Students will have one week to complete the project. Review the instructions on the Project Sheet and emphasize the importance of history as it relates to our families.

Assessment

Create a Family Tree Project, Ongoing evaluation of classroom answers, Unit Exam

  • Family Tree Project Sheet
  • Family Tree Information Sheet
  • Family Tree Rubric

    • Description

    The United States is a land of immigrants, from the settling of Jamestown to the people entering our nation today. For various reasons people have come to our shores and faced many hardships while searching for their American Dream. The purpose of these lessons is to introduce the students to these people and to explore their journey to America.


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