Goals and Objectives
Goal:
Students will understand the causes and effects of massive influxes of immigration to America in the 1800s, learning about anti-immigrant viewpoints at the time.
Objective:
Using guided notes, students will be able to compare and contrast the causes and effects of immigration in the 1800s, identifying anti-immigrant stances.
Students will understand the causes and effects of massive influxes of immigration to America in the 1800s, learning about anti-immigrant viewpoints at the time.
Objective:
Using guided notes, students will be able to compare and contrast the causes and effects of immigration in the 1800s, identifying anti-immigrant stances.
California State Content Standards
HSS.8.6: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
Common Core Literacy Standards
Reading:
CCSS.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.RH.6-8.7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Writing:
CCSS. WHST.6-8.1.a: Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.RH.6-8.7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Writing:
CCSS. WHST.6-8.1.a: Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
Driving Historical Questions
• How has immigration affected the United States throughout history?
• How can we compare reactions to immigration movements in the mid-1800s and reactions to immigration now?
• How can we compare reactions to immigration movements in the mid-1800s and reactions to immigration now?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
The teacher will present a lesson introduction that consists of two pictures: one of life in US factories during the 1800s and one of living conditions during the same time period. The teacher will ask the students to write down what they see in the images. They should be focused on the actions that the people are taking and the settings of the images. They will also be given the prompt: “What big change that we have learned about in US history could these images be depicting?” (The Industrial Revolution - one is a picture of urbanization after the revolution and the other is a picture of a factory). The students will have learned about the industrial revolution and its effects in the previous unit. After taking some time to think and write their answers, students will be paired up and will discuss what they see and what event or time period they think the pictures are depicting. After discussing what they wrote with their partners, the teacher will go around the class and call on each pair to say one thing that they saw in the images and why that seemed relevant to the change that they think the pictures are depicting (a pair may pass if there are no new observations). Students will have already been provided with individual white boards. The teacher will then ask them to write on the whiteboard the change they believe the pictures depict (acceptable answers would be the industrial revolution or any of its effects, including urbanization). If students do not make the connection, then it may be necessary to review more on the industrial revolution and urbanization, since today’s lesson will require prior knowledge of life in urban areas and the changing American workforce and environment.
After the lesson introduction the teacher will inform students of the lesson goals and objectives. Students will be expected to participate in a choral response of both the goal and the objective.
On the second day of the lesson, the teacher will start by asking questions to review the material covered on the first day.
After the lesson introduction the teacher will inform students of the lesson goals and objectives. Students will be expected to participate in a choral response of both the goal and the objective.
On the second day of the lesson, the teacher will start by asking questions to review the material covered on the first day.
Vocabulary (Content Language Development)
Vocabulary will be reviewed throughout the lesson. The following are the content and academic terms that students will need to know to grasp the concepts. Two of the words they will have already learned in previous lessons and will be reviewed during the lecture to give them multiple exposures.
Content:
Middle class
Tenements
Nativists
Immigration
Know-Nothing Party
Academic:
Depict/depiction
Review:
Urbanization
Industrialization
Content:
Middle class
Tenements
Nativists
Immigration
Know-Nothing Party
Academic:
Depict/depiction
Review:
Urbanization
Industrialization
Content Delivery (Method of Instruction)
The teacher will present a lecture to the students, accompanied by a Prezi presentation. This lesson will take two days to complete. On the first day, the lecture will begin with an overview of migration to America (5 minute video clip) in the mid-1800s and then move on to focus on the causes of Irish and German immigration. The second day will begin with where immigrants settled in America and how they lived during that time. The lesson will finish with the effects of immigration on life in America.
Student Engagement (Critical Thinking and Student Activities)
The teacher’s lecture will be accompanied by a set of guided notes for the students to complete. These guided notes are split into 5 sections, the warm-up, causes of Irish immigration, causes of German immigration, where they settled and how they lived, and the effects of immigration on America. Student will be expected to follow along during the lecture, answering questions as they go. In each of the 4 content sections, there will be a critical thinking question for the students to answer. They will be expected to write their answers on their guided notes, then share their answers with their partners. Students will then share with the class (through random calling of names) what they wrote or discussed. These notes will be due at the end of the period.
Lesson Closure
The teacher will put a prompt up on the presentation that students will be expected to write in their journal. This will be a writing to learn activity, in which they will not be graded on grammar or spelling, but rather the content of their answers. The students will be used to journaling at this point in the year. The prompt is: Which of the changes that we have learned about (the Industrial Revolution, the Transportation Revolution, and Immigration) do you think was the most influential in shaping life in America in the mid-1800s? Cite your evidence.
Note: On the first day, once the class has completed the 2nd “pause to think” question, there will be a short lesson closure, which will include a daily journal entry on the prompt: Choose to be either an Irish or a German immigrant and describe what your life was like in your homeland and why you chose to leave. This should be from the point of view of someone living at that time, not from your modern point of view.
Note: On the first day, once the class has completed the 2nd “pause to think” question, there will be a short lesson closure, which will include a daily journal entry on the prompt: Choose to be either an Irish or a German immigrant and describe what your life was like in your homeland and why you chose to leave. This should be from the point of view of someone living at that time, not from your modern point of view.
Assessments (Formative and Summative
Formative
Entry-Level: The teacher will circulate during the introductory think-write-pair-share activity to check on student responses. Individual whiteboards will also be used to ensure that the prior knowledge necessary to understand the lesson is present.
Progress-Monitoring: The teacher will circulate the classroom while students are filling out their guided notes to make sure that they are understand the questions and the material. The teacher will also monitor progress by checking student responses to the “pause to think” questions during the pair-share portion of that activity.
Progress-Monitoring: The lesson closure that the end of each day will consist of a journaling activity. The teacher will check each student’s journal to ensure they are grasping the concepts.
Summative
The summative assessment for this content will take place the day following the completion of the lecture and will consist of students using their journals from day one to “tell their story” to their classmates. Students may use any form of media they choose, including writing, an image, a poster, an outfit, a song, etc. The scoring guide and instruction will be given to them on the first day of the lesson.
The second summative assessment will be the graded guided notes - the notes will be graded for both accuracy based on the lecture and completion.
Accommodations for English Learners, Striving Learners, and Students with Special Needs
I will use a choral response strategy while reading the goals and objectives for the class, which will help all of these students better understand what we will be learning. There are written instructions for every assignment (included in guided notes handout). I allow non-verbal answering using whiteboards to help ELs or shy learners answer pertinent questions. My presentation includes a heavy use of images and videos to help engage every type of learner. Kinesthetic learners will also be engaged during their completion of the “Tell their story” project. For students that are struggling with the content I will provide the entire lecture to them so they may take it home and have more time with the content. I develop not only content vocabulary, but also some academic vocabulary.
Resources (Books, Websites, Handouts, Materials)
The guided notes can be found on the guided notes attachment above. The book that this lecture corresponds to is United States History: Independence to 1914, published by Holt. All images used in the Prezi presentation can also be found on the guided notes attachment. The following websites have been helpful in planning this lesson: