Social Studies Curriculum Unit
Immigration
Unit Essential Question: “How has immigration changed the United States?”
Grade Level: 4/5 Subject Area: Social Studies
Time Needed: 50 minutes Topic: Immigration
Lesson Essential Question: “Why do people come?”
NCSS Standards Met:
MMSD Standards Met:
UW Teaching Standards:
Materials Needed:
Objectives:
· Students will learn that ‘push factors’ push people out of their home countries to move somewhere else.
· Students will learn that ‘pull factors’ pull people into a new country.
· Students will be able to name several examples of push and pull factors.
Lesson Context:
This is the second lesson that the students will have on immigration. In the first lesson, the students learned that they or their ancestors were immigrants to the United States. In this lesson, we are going to explore some of the reasons that their families might have chosen to come to this country.
Lesson Opening:
Today, we are going to continue our discussion of immigration. To begin, I’m going to have you pair up with the person next to you and discuss this question: “Who are the immigrants?” You will have about a minute to do this, and I will tell you when half your time is up so that both people get a turn to talk. When the time is up, I will have several people share what they talked about.
Procedure:
· So, we’ve discussed that people come to this country, and other counties, to stay permanently. This is called immigration. However, we haven’t discussed why people might choose to immigrate. Does anyone have any ideas why people might choose to do this?
o Remind students to consider their own families’ experiences with immigration, if they know why their ancestors chose to come
o If students are at a loss, ask what would make them want to come to a new country
o Focus on: characteristics of old country – why would you want or need to leave?
o Focus on: characteristics of new country – why would you want to come?
· Introduce push and pull terminology:
o When people feel pushed out of their country, for whatever reason, we call those push factors. (do hand motions, write vocabulary on chart paper)
o When people feel like a different country has better opportunities, we call these opportunities pull factors. (do hand motions, write vocabulary on chart paper)
· Organize reasons already listed on board into ‘push’ and ‘pull’ reasons.
· Now, I’m going to read a few short immigration stories to you. I’ve included two from Europe, because we didn’t get to hear a lot of stories from there when we were talking about our families’ immigration stories yesterday, and I know some of you of European ancestry don’t know very much about your family’s immigration stories. There are two others; one from someone of Mexican descent and another of Vietnamese descent. They are from different time periods, and I’ll tell you that information as well when I read these stories out loud. When I read, follow along on your sheets and listen for the reason that these children, these families, decided to come to America. When I am done reading each short story, we’ll place their reasons under ‘push’ or ‘pull’ factors.
o Read stories (3 or 4)
Lesson Closing:
Today, we’ve learned about ‘push’ and ‘pull’ factors that influence a family’s decision to come to another country. Many times, it’s not just one factor, but it can be many factors. Which factor would draw you to a new country? Is it a push or a pull factor?
o Allow several students to answer
As we’ve talked about, all of us have immigration stories, because we are all immigrants or related to immigrants. Soon, we will begin having you write down your own immigration histories. These push and pull factors, the reasons that your families came to America, will be an important component of those stories, so you’ll want to be thinking about your family’s reasons for coming to America, and maybe even ask your parents some questions about it.
Assessment:
· Student participation in class discussion
· Student listening to immigration stories
Special Considerations:
Immigration
Unit Essential Question: “How has immigration changed the United States?”
Grade Level: 4/5 Subject Area: Social Studies
Time Needed: 50 minutes Topic: Immigration
Lesson Essential Question: “Why do people come?”
NCSS Standards Met:
- Time, Continuity, and Change
MMSD Standards Met:
- Distinguish between primary and secondary sources. (Using primary sources.)
- Give examples of the importance of multiple viewpoints for understanding people, events, and issues.
UW Teaching Standards:
- Standard 1: Incorporates Understanding of Human Learning and Development
- Standard 4: Demonstrates Pedagogical Knowledge in Specific Domains
- Standard 9: Manages Learning Environment
Materials Needed:
- Chart paper
- Thick marker
- Sheets with immigration stories for students
Objectives:
· Students will learn that ‘push factors’ push people out of their home countries to move somewhere else.
· Students will learn that ‘pull factors’ pull people into a new country.
· Students will be able to name several examples of push and pull factors.
Lesson Context:
This is the second lesson that the students will have on immigration. In the first lesson, the students learned that they or their ancestors were immigrants to the United States. In this lesson, we are going to explore some of the reasons that their families might have chosen to come to this country.
Lesson Opening:
Today, we are going to continue our discussion of immigration. To begin, I’m going to have you pair up with the person next to you and discuss this question: “Who are the immigrants?” You will have about a minute to do this, and I will tell you when half your time is up so that both people get a turn to talk. When the time is up, I will have several people share what they talked about.
Procedure:
· So, we’ve discussed that people come to this country, and other counties, to stay permanently. This is called immigration. However, we haven’t discussed why people might choose to immigrate. Does anyone have any ideas why people might choose to do this?
o Remind students to consider their own families’ experiences with immigration, if they know why their ancestors chose to come
o If students are at a loss, ask what would make them want to come to a new country
o Focus on: characteristics of old country – why would you want or need to leave?
o Focus on: characteristics of new country – why would you want to come?
· Introduce push and pull terminology:
o When people feel pushed out of their country, for whatever reason, we call those push factors. (do hand motions, write vocabulary on chart paper)
o When people feel like a different country has better opportunities, we call these opportunities pull factors. (do hand motions, write vocabulary on chart paper)
· Organize reasons already listed on board into ‘push’ and ‘pull’ reasons.
· Now, I’m going to read a few short immigration stories to you. I’ve included two from Europe, because we didn’t get to hear a lot of stories from there when we were talking about our families’ immigration stories yesterday, and I know some of you of European ancestry don’t know very much about your family’s immigration stories. There are two others; one from someone of Mexican descent and another of Vietnamese descent. They are from different time periods, and I’ll tell you that information as well when I read these stories out loud. When I read, follow along on your sheets and listen for the reason that these children, these families, decided to come to America. When I am done reading each short story, we’ll place their reasons under ‘push’ or ‘pull’ factors.
o Read stories (3 or 4)
Lesson Closing:
Today, we’ve learned about ‘push’ and ‘pull’ factors that influence a family’s decision to come to another country. Many times, it’s not just one factor, but it can be many factors. Which factor would draw you to a new country? Is it a push or a pull factor?
o Allow several students to answer
As we’ve talked about, all of us have immigration stories, because we are all immigrants or related to immigrants. Soon, we will begin having you write down your own immigration histories. These push and pull factors, the reasons that your families came to America, will be an important component of those stories, so you’ll want to be thinking about your family’s reasons for coming to America, and maybe even ask your parents some questions about it.
Assessment:
· Student participation in class discussion
· Student listening to immigration stories
Special Considerations:
- If students are talking over each other and interrupting while listing possible reasons for immigration, I will have them take out a sheet of paper and list five possible reasons for immigrating on their own. Then, I will go around the room and take a reason from each person. I will have the students continue writing down others’ ideas.
- If students get too talkative when discussing the stories, I will split the students into two groups, with myself leading one group and my cooperating teacher leading the other.
