Applicable NYS Learning Standards:
NYS English Language Arts Standards:
Standard 1: Students will read, write, listen, and speak for information and understanding. Reading: • Collect and interpret data, facts, and ideas from unfamiliar texts • Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts • Use graphic organizers to record significant details from informational texts Writing: • Take notes to record data, facts, and ideas both by following teacher direction and by writing independently
NYS Social Studies Standards:
Standard 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. • Students know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. Standard 2: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. • Students gather and organize information about the important accomplishments of individuals and groups, including Native Americans, living in their neighborhoods and community.
Procedure
Launch: To begin this study of modern immigration, ask students to think of the many ways in which we define ourselves. Self-descriptions may be recorded in a list, a paragraph, or a web. It may also be done in a “quick-write” format, giving the students a set amount of time to write continuously. An example in the format of a web:
After providing the students ample time to record their ideas, ask students to discuss with a partner or in a small group the various categories our self-descriptions fall into. This may include roles we play, our hobbies, talents, personal characteristics, likes or dislikes, etc. Discuss as class and, if it has not yet come up in conversation, discuss whether anyone identified him/herself in reference to a particular culture (ex: Irish American, African American). Remind students that most Americans, excluding Native Americans, came to America as immigrants from another country. Discuss how one’s cultural identity or ethnicity shapes who we are in terms of how we interact as a family, celebrate holidays, etc
Lesson:
To begin the study of African-born immigrants, it is important to connect the experience of modern day immigrants to those of the past.
- Read Coming to America: The Story of Immigration, written by Betsey Maestro and illustrated by Susannah Ryan
- Discuss as a class the reasons for immigration. What did immigrants of the past hope to find in America? What were they seeking refuge from? Record these ideas for future reference in subsequent lessons in the unit.
Additional extension activities:
Students may wish to read accounts of past immigrants at Ellis Island and Angel Island, found at a site maintained by Scholastic: https://www.scholastic.com/teachers/teaching-tools/home.html Additional resources include: Printed materials:
- Immigrants, A Library of Congress Book by Martin W. Sandler
- Immigrant Kids by Russell Freedman
- Journey to Ellis Island, How My Father Came to America by Carol Bierman
- Children Just Like Me by Barnabas and Anabel Kindersley
- Ellis Island, Doorway to Freedom by Steven Kroll
- If Your Name Was Changed at Ellis Island by Ellen Levine and Wayne Parmenter
- Immigration, Kids Discover publication, 1999
Online sources:
- 4-2 Explore Thematic Pathfinders for All Ages: http://www.42explore2.com/migration.htm
- Education World: Great Sites for Teaching about Immigration: https://einaudi.cornell.edu/programs/institute-african-development
- ProTeacher! Immigration to America Lesson Plans: http://www.proteacher.com/090154.shtml
- Reach Every Child- Research immigration and family histories: http://www.reacheverychild.com/feature/immigrate.html#4
Closure: Ask students to identify their nationality of their families and return to school the following day to place small markers on a world map indicating where students’ families originate. Circular, colored stickers or small Post-It “flags” would be suitable markers. You may wish to compare the percentage of nationalities represented in your class to those nationwide. Data can be found from the Office of Immigration Statistics: https://www.uscis.gov/graphics/shared/aboutus/statistics/IMM03yrbk/IMM2003list.htm
Credits:
Created with images by Torsten Pursche - "Heavily loaded truck transporting goods and people in the Sahara desert, Chad" • Christian Pauschert - "Monochrome city map with road network of Munich" • Corri Seizinger - "Wave of refugees, asylum application, illegal immigrants, Emigration Crisis - Barbed wire, guarding the border" • Margarita - "World Map Created with Passport Stamps Representing Travel, Tourism, Immigration and Global Destinations" • Jezper - "migrants on boat in Mediterranean sea warm summer heat"