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: “What is the DREAM Act?”
NCSS Standards:
MMSD Standards:
UW Teaching Standards:
Materials:
Objectives:
· Students will learn that the DREAM Act would allow undocumented minors a way to gain U.S. citizenship.
· Students will be exposed to several arguments for and against the DREAM Act
· Students will form their own opinion on the DREAM Act
Lesson Context:
Students have been learning about immigration of the past and present. They have been working on writing the stories of immigrants in their families and while doing so have become familiar with some of the issues and challenges that face current immigrants to the United States.
Lesson Opening:
· Write questions on chart paper:
o What was the first thing you noticed about this map?
o What surprised you the most about this map?
o What do you notice about where people of different backgrounds live? Do they live close together or far apart? Why?
· Call students’ attention to “Mapping America, Every City, Every Block” which will be projected on the wall. Explain to students that this map shows the most up-to-date distribution of racial and ethnic groups across America. Tell students that we will take a look at Madison on this map.
· Give the students a few moments to observe the map on their own, and then have them turn to the person next to them and discuss the questions listed on the chart paper. Tell students to get through as many questions as they can in about three minutes, but if they have a lot to say, definitely share with their partner!
· After three to five minutes (depending on how conversation is going), focus the students’ attention back to the front of the room. Ask for responses to the questions, and then ask students to consider the source of the information, the U.S. Census Bureau. Explain that the U.S. Census Bureau sends papers to people’s homes every ten years for them to fill out. They ask lots of different questions to find out information about the people who live in America. Ask students if they believe that every person in America is represented on this map. Why or why not?
Lesson Procedure:
· Tell students that today we will be talking about some of the people who are not on the map: undocumented immigrants.
o Ask students if they know what ‘undocumented immigrants’ means, or if they have an example that they would like to share
o Tell students that undocumented immigrants are the people who come to the U.S. from a different country and want to stay here permanently, but do not have permission to do so from the United States. They do not have the paperwork that proves that the law says they can be here.
· Tell students that there is currently a piece of legislation (a bill) being debated in the U.S. Congress about undocumented minors.
o Ask students if they know what ‘undocumented minors’ means (a person younger than 18 years old who is in the U.S. illegally)
o Ask students why someone might be here undocumented as a minor
o Ask students what challenges undocumented minors might face
· Tell students that this controversial bill would allow undocumented minors – those who are here illegally – a path to U.S. citizenship. Watch “Dream Act Dilemma” with Gaby Pacheco (to 1.30). Pass out worksheets. Have students fill in the first question, “What is the DREAM Act?” themselves. Have students share their answers with the class; teacher writes down responses on chart paper. Have students add responses to their sheet as necessary.
· Next, explain to students that we are going to listen to a story from a college student in California. She is an undocumented student who is directly affected by the passage of the DREAM Act. While watching this, you will be filling out the “Arguments for the DREAM Act” section of your paper. We’ll be stopping at different points in the video so you can write your ideas down.
o Watch “Lost and Found (Story of a DREAM Act Student)” on YouTube.
o Stop at specific points, allow students to write down the arguments for the DREAM Act and share any thoughts or questions they might have.
· Of course, there are always two sides to every story. Next, we are going to watch a video of a man who makes some arguments against the DREAM Act. This time, you’ll be filling out the “Arguments Against the DREAM Act” section of your paper. Again, we’ll be stopping the video at certain points so you can write down your ideas.
o Watch “Dream Act is Big Nightmare” on YouTube, stopping for students to write down arguments and share thoughts/questions.
· After watching these videos, how do you feel about the DREAM Act? Do you think it is a good idea? Why or why not?
o Have a short class discussion
o Have students fill out the “What I Think” section on their paper
Lesson Closing
· We talked about a really difficult topic today, and I thank all of you for participating. This is a question that lots of really smart people don’t know how to answer, and I’m really proud of all of you for thinking about it today.
Assessment:
· Student participation in whole-class discussion
· Student participation in small group discussion
· Student’s completed worksheet
Special Considerations:
· Before showing any clips, have students choose a place on the carpet or in a desk where they can see.
· Monitor students’ reactions and responses to the video clips and the language that I am using. If I can see confusion, I will restate information in different terms.
· If it is clear that students need the scaffolding, write questions and shared class responses on chart paper for them to see.
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: “What is the DREAM Act?”
NCSS Standards:
- Individuals, Groups, and Institutions
- Power, Authority, and Governance
- Civic Ideals and Practices
MMSD Standards:
- Compare and contrast individual perspectives and differences.
- Describe the struggle in our society for equal rights for all people.
- Give examples of current and historical ways in which citizens may voice voice opinions and change government.
UW Teaching Standards:
- Standard 2: Understands Social Context of Schooling
- Standard 3: Demonstrates Sophisticated Curricular Knowledge
- Standard 6: Connects School and Community
- Standard 11: Uses Technologies
Materials:
- Chart paper
- Markers
- DREAM Act worksheet for students
- computer
Objectives:
· Students will learn that the DREAM Act would allow undocumented minors a way to gain U.S. citizenship.
· Students will be exposed to several arguments for and against the DREAM Act
· Students will form their own opinion on the DREAM Act
Lesson Context:
Students have been learning about immigration of the past and present. They have been working on writing the stories of immigrants in their families and while doing so have become familiar with some of the issues and challenges that face current immigrants to the United States.
Lesson Opening:
· Write questions on chart paper:
o What was the first thing you noticed about this map?
o What surprised you the most about this map?
o What do you notice about where people of different backgrounds live? Do they live close together or far apart? Why?
· Call students’ attention to “Mapping America, Every City, Every Block” which will be projected on the wall. Explain to students that this map shows the most up-to-date distribution of racial and ethnic groups across America. Tell students that we will take a look at Madison on this map.
· Give the students a few moments to observe the map on their own, and then have them turn to the person next to them and discuss the questions listed on the chart paper. Tell students to get through as many questions as they can in about three minutes, but if they have a lot to say, definitely share with their partner!
· After three to five minutes (depending on how conversation is going), focus the students’ attention back to the front of the room. Ask for responses to the questions, and then ask students to consider the source of the information, the U.S. Census Bureau. Explain that the U.S. Census Bureau sends papers to people’s homes every ten years for them to fill out. They ask lots of different questions to find out information about the people who live in America. Ask students if they believe that every person in America is represented on this map. Why or why not?
Lesson Procedure:
· Tell students that today we will be talking about some of the people who are not on the map: undocumented immigrants.
o Ask students if they know what ‘undocumented immigrants’ means, or if they have an example that they would like to share
o Tell students that undocumented immigrants are the people who come to the U.S. from a different country and want to stay here permanently, but do not have permission to do so from the United States. They do not have the paperwork that proves that the law says they can be here.
· Tell students that there is currently a piece of legislation (a bill) being debated in the U.S. Congress about undocumented minors.
o Ask students if they know what ‘undocumented minors’ means (a person younger than 18 years old who is in the U.S. illegally)
o Ask students why someone might be here undocumented as a minor
o Ask students what challenges undocumented minors might face
· Tell students that this controversial bill would allow undocumented minors – those who are here illegally – a path to U.S. citizenship. Watch “Dream Act Dilemma” with Gaby Pacheco (to 1.30). Pass out worksheets. Have students fill in the first question, “What is the DREAM Act?” themselves. Have students share their answers with the class; teacher writes down responses on chart paper. Have students add responses to their sheet as necessary.
· Next, explain to students that we are going to listen to a story from a college student in California. She is an undocumented student who is directly affected by the passage of the DREAM Act. While watching this, you will be filling out the “Arguments for the DREAM Act” section of your paper. We’ll be stopping at different points in the video so you can write your ideas down.
o Watch “Lost and Found (Story of a DREAM Act Student)” on YouTube.
o Stop at specific points, allow students to write down the arguments for the DREAM Act and share any thoughts or questions they might have.
· Of course, there are always two sides to every story. Next, we are going to watch a video of a man who makes some arguments against the DREAM Act. This time, you’ll be filling out the “Arguments Against the DREAM Act” section of your paper. Again, we’ll be stopping the video at certain points so you can write down your ideas.
o Watch “Dream Act is Big Nightmare” on YouTube, stopping for students to write down arguments and share thoughts/questions.
· After watching these videos, how do you feel about the DREAM Act? Do you think it is a good idea? Why or why not?
o Have a short class discussion
o Have students fill out the “What I Think” section on their paper
Lesson Closing
· We talked about a really difficult topic today, and I thank all of you for participating. This is a question that lots of really smart people don’t know how to answer, and I’m really proud of all of you for thinking about it today.
Assessment:
· Student participation in whole-class discussion
· Student participation in small group discussion
· Student’s completed worksheet
Special Considerations:
· Before showing any clips, have students choose a place on the carpet or in a desk where they can see.
· Monitor students’ reactions and responses to the video clips and the language that I am using. If I can see confusion, I will restate information in different terms.
· If it is clear that students need the scaffolding, write questions and shared class responses on chart paper for them to see.
