Lesson Author Sam Costello

Date 26 Nov 2018

Period Core 1
Grade Level 8th Grade
Time Allotted 50 mins
Context/ This lesson is within the Unit Plan: The Industrial Revolution. This lesson is day three in a Unit Plan
Rationale of twelve days. This lesson will be taught in an 8th-grade classroom setting to help students make
connections between the influx of immigrants into the United States between 1880-1920 through
Ellis Island in New York City and the tenement housing for immigrants. The class will be made up
of around 27 students of mixed achievement levels, however two students in the class have IEPs and
will need additional in-class accommodations. The school that this unit will be taught in is a
heterogeneous school located within an urban area of Apex, NC called Salem Middle School.

The rationale of this lesson is for all students of different backgrounds to understand that the United
States population is made up of immigrants that came in search of work and a better life. Immigrants
brought with them traditions, foods, skills, and religious practices that are apparent today in our
cities, towns, and communities. Immigrants make up a big part of our national identity as the Statue
of Liberty was given as a gift because of that same reason as the light of freedom. Students will
understand that all immigrants came under scrutiny from American Citizens who blamed immigrants
for taking local jobs when the economy slowed down nationally, but immigrants took work that
average Americans did not want to do, and students will also see that immigrants created pockets of
ethnic neighborhoods that are still vibrant and occupied today. As ethnic neighborhoods are centers
for cultural diversity and economic mobility, students will see connections with the ethnic
communities related today with the Tenement House Act of 1867, which helped to put in place
reforms for working class housing with standards of living conditions with size, ventilation, and
sanitation with fire escapes and toilets, but enforcing these standards was lax from government
officials. Students will see that today this is still a problem in low income housing as society has
rejected these people by pushing them into slums that we still have today as African-Americans
settled in Harlem, Jewish-Americans community in Queens, Irish-Americans community in the
Bronx, Russian-Americans in Brooklyn, and Chinese-Americans in lower Manhattan, which are
different areas around New York City. This Unit is important to show students the progression of
building codes and measures to improve people’s lives, but also show the parallel problem with
segregating and neglect to people trapped in public or low-income institutions.
Central Focus This lesson focuses on two separate immigration in the United States. The first immigration was
with England that displaced the Native Americans from their costal lands in North America and the
second was the large movement of peoples from Western and Eastern Europe coming to America
through Ellis Island and Angel Island. Both are significant to our cultural diversity that makes up our
vibrant nation of different ethnic backgrounds.

Essential/  How did the influx of immigrants into America create a vibrant US economy?
Compelling
Question(s)
Goals Objectives
 Students will be able to understand how migration and immigration help to shape the
development of a state and nation by contributing new ideas, culture and a workforce.
 Students will be able to evaluate how migration and immigration patterns are often
determined by environmental, economic, and societal changes.

Standards
 8.H.3 Understand the factors that contribute to change and continuity in North Carolina
and the United States.
o 8.H.3.1 Explain how migration and immigration contributed to the development of
North Carolina and the United States from colonization to contemporary times
 (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and
Ellis and Angel Island).

Assessments Informal Formative Summative

 To verify if  Quick Write - will be given at the  The end of this unit
students end of this lesson to see if students will have a quiz
understand understand the reasons why comprised to test each
the material immigrants came to America and student’s knowledge on
or directions the difficulties they had working the Industrial Period.
of the lesson, and living in America.
I will ask
students
repeatedly if
they have any
questions
during
instructional
periods to
offer
clarification
or examples
to aid in
understanding
the material.
 Observe
students
understanding
of the
material as I
circulate
around the
classroom.

Language Language Function Vocabulary Syntax/Discourse

Supports  Students will  The vocabulary demands needed  Syntax
“identify” for this lesson are specific to this o Venn-Diagram
difficulties time period. Students will need to (graphic
immigrants know these following terms: organizer)
had with tenement, Chinese Exclusion Act, o Website
living and Angel Island, Ellis Island, Interactive
working immigration, sanitary, and disease. Activity
during the All these terms have a specific o Quick-Write
Industrial meaning to the time history of this (sentences)
Revolution unit and lesson. To understand and  Discourse
with learned use these vocabulary terms o Written, oral,
vocabulary. students will use Venn-Diagram, and visual:
Another interactive website activity, and o Written:
language Quick-Write as scaffolding to help Students
function is bring meaning to history with their respond on
students will own perception. Venn-Diagram
“explain” & Quick-
about being Write.
an immigrant o Orally:
with guiding Students will
 questions communicate
provided to collaboratively
reflect on. with each
other during
Venn-Diagram
o Visually:
Students
filling in
Venn-Diagram
& interacting
with online
activity to
create
understanding
and meaning.

Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials that students and
Technology teachers may need (and are available at your school). What technology are you using in your lesson? Include hyperlinks.

 Become an Immigrant
o Interactive online activity to help students understand what it was like to an
immigrant coming to America.
 Venn-Diagram
o Activity used to compare and contrast two different topics to understand how they
are different and the same.
 Ellis Island
o Video used to add context to what an immigrant was and still is, and one of the
processing points of entering the US through New York City. This will be used in
conjunction with the Angel Island document for the Venn-Diagram activity.
 Immigrant Document
o Document that describes the immigrant influx in 1870s - 1900s.
 Document camera
o Used to project documents on a white screen for all students to see.
 Computers
o Technological tools used to access online documents or activities.
 Notebook paper
 Pencil/pen
 Statue of Liberty
o Picture used to get students to infer and get minds thinking about social studies
and the Industrial Revolution.
 Angel Island
o Video to add context for students of another processing point for immigrants
entering into the US through San Francisco.
 Angel Island Document
o Document used to describe the influx of immigrants from 1882 - 1940 of mostly
Asian descent, and used in conjunction with the Ellis Island document to be used
for the Venn-Diagram.

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are you bringing
the lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson. A substitute teacher
should be able to pick up your lesson plan and say and do everything you would have if you were there. Please be explicit and
specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Time Lesson Component Teacher AND Learner Roles/Procedures (what are you doing? what
are students doing?) both should be present.
5 mins  Warm-up  I put on the document camera or the computer a picture of the
Statue of Liberty.
o Statue of Liberty
 I will ask students “What does this picture mean to you or what
does it represent”
 “Write this down on a piece of paper.”
 I will give students 3 minutes to write down what it means to them
 I then will say, “Who would like to share their thoughts?”
 “Does anyone have any questions?”
 Transition to Ellis Island and Angel Island Videos
10 mins  Ellis Island  I then will ask, “Has anyone ever heard of Ellis Island or Angel
Island?”
 “Do these names bring anything to mind?”
 “Ellis Island was a processing point for immigrants entering into
the US where they underwent medical exams documentation of
their gender, ethnic, religion, and name.”
 “And, Angel Island is the processing point for Asians and
Europeans who came to California via the Pacific Ocean. That
were subject to the same examinations as on Ellis Island, but the
Chinese’s were detained to verify their identity.”
 “We are going to watch a video about Ellis Island and Angel
Island, and then we are going to compare each with a Venn-
Diagram.”
o Ellis Island
o Angel Island
 “Any questions?”
 Transition to Venn-Diagram

10 mins  Venn-Diagram Activity  I will pass out two documents to the students:
o Angel Island Document
o Immigrant Document
 I will tell my students, “You will work together on this activity
and it is important that you do because one person is going to be
responsible for reading the Angel Island document and one person
going to be responsible for reading the Immigrant Document.”
 “You will learn from each other and record findings on a Venn-
Diagram by comparing and contrasting these two documents.”
 I will model on the document camera what the Venn-Diagram is
and the features or the outside circles are for things that are
contrast (not alike) and the inner circle is for things that are the
same.
o “You will draw your own Venn-Diagrams, but I will
provide blank ones” for differentiation.
 Venn-Diagram
 “Work and learn together, and keep this Venn-Diagram because
you will use this to write your response with 2 paragraphs.”
 “Any questions?”
 “You have 10 minutes -- begin”
 I will circulate around the room to make sure students stay on task
or if someone has additional questions.
 Transition to Immigrant activity
 22 mins  Immigrant Interactive Website  “Now, we are going to play an interactive website on being an
immigrant”
o Become an Immigrant
 “You can pick any character to represent you as an immigrant.”
 “You have to pick our name and where you are from”
 “You have to pick what belongings you are going to bring to
American.”
 “The next stop is going to a tenement flat or apartment to learn
and interact about the different features inside the tiny apartment -
a virtual tour.”
 “You will take the tour and when finished, write your reflection
using your Venn-diagram and your handouts to help guide you in
your Quick-Write of two paragraphs. Use these questions to help
in the Quick-Write”
o I will write these on the board or place them on the
document camera for students to see and follow:
 What is an immigrant?
 How do immigrants live?
 Where do immigrants live?
 How were immigrants treated and why?

3 mins  Wrap-up  I will ask students, “What have we learned about immigrants?”
 I will finish, “What you do not get done today with your Quick-
Write will be homework tonight.”
 “Read over your papers and make edits, and I will collect them
tomorrow for a grade.”

Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student conferences, etc.), how
will you adjust instructional materials, activities, and sequencing given what you have learned about students’ academic skills, attitudes, and
needs?
Learning Needs IEPs/504s Striving ELL Support Gifted/AIG
Readers/RTI/MTSS

 Will  Offer positive  Students  Allow students to work on

pass out feedback to  Collaborative working other work when done with
Venn- keep student on work with collaboratively Quick-Write
Diagram task class partner  Visual
for  Extra time to  Offer different representation
students complete Quick- level of of objects on
who Write reading more interactive
want it
 Offer Venn- targeted to website
 Will Diagram for their
allow visual help comprehension
students level
more
time to
complete
Quick-
Write