Change We Can Make Unit

Immigration- Lesson 5 50 minute Lesson Essential Question/s How do great Americans look beyond the current reality and work toward change? What are some great accomplishments that Americans have made to affect great changes? How has the world around us changed how we see our own current reality? How has Americas diversity helped shape our current reality and where do we go from here? NCSS THEME Time, Continuity, Change Culture VA Standards of learning
Social Studies: 3.12: The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions. Social Studies: 3.6: The student will read and construct maps, tables, graphs, and/or charts.

CE (Civics/Economics) 1: The student will develop the social studies skills responsible citizenship requires, including the ability to a) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
Fine Arts: 3.14 The student will identify common attributes of works of art created by artists within a culture.

Objectives Students will be able to analyze the diverse origins of the American culture. Students will be able to compare different time periods and world events to see how that would affect immigration patterns to the US.
Materials for Learning Activities Students will need: Immigrant data table, pencil, blank map, colored pencils, highlighter, computers with internet access. Teacher will need: Blank map, colored pencils, immigrant data table, highlighter, docucam.

Procedures for Learning Activities Introduction Class will review the work done in the previous day, in both math and social studies blocks. (Whole class, 5 minutes) o ASK: If any of the children have any questions about how to find data on the chart or how to create a bar graph.

Created by B.Terrell

George Mason University

Instructional strategies Students will look again at the chart and bar graphs. Teacher will model how to analyze the bar graph and convert each of these bars into arrows in a proportional map. (whole class, 10 minutes) The students will then start their own maps with the bar graphs they created in the previous days math block. (Individual work, 30 minutes) o Teacher should make a point to mention that the larger the number of immigrants that come to the US, the bigger the arrow would be. Make sure the students also label the arrow with the number of immigrants that it represents.

Summary- Students will share their maps with a partner and compare and contrast the varying maps. (pair work, 5 minutes) Extension Link: English SOL: 3.9: The student will write for a variety of purposes. a) d) Identify the intended audience. Write a paragraph on the same topic.

f) Include details that elaborate the main idea. In writing block the students will write a diary entry from the perspective of an immigrant from the global section that they researched. They need to describe who they are, their family, where they are from, why they are leaving for the US also what they are taking with them and what they will have to leave behind. Math SOL: 3.17: The student will a) b) c) collect and organize data, using observations, measurements, surveys, or experiments; construct a line plot, a picture graph, or a bar graph to represent the data; and

read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

In the math block, students will take the data from the immigration chart and use it to graph a bar graph comparing the data that they highlighted earlier in the day. They should have a bar for every one of the continents within the same time period. Class will discuss the difference between viewing data in the chart and the same data in a bar graph. Teacher will ask if they prefer to view the data quickly from the data chart or the bargraph. Assessment Groups will be assessed on the participation of group members. Also, students will be assessed on the individual completion of the graphic organizer, bar graph project and diary entry.

Created by B.Terrell

George Mason University

Differentiation and Accommodations Differentiation How does the lesson provide access to multiple types of learners? Visual- the graphs and mapping activity. Kinesthetic- teaching of the culture portion to the rest of the class. Technology advanced students will appreciate the website work.

Accommodations Students with hearing issues will be able to move to a place where they can hear better. Students needing to move can take a clipboard and laptop and move to a place where they can stand, or pace, sit on an exercise ball, etc.

Created by B.Terrell

George Mason University