Overview of Lesson
Essential Question: Why did various ethnic groups emigrate to the United States in the late 19th and early 20th centuries and what contributions did they make to American society after assimilation?
- Standard - 8.1.U.C Analyze, synthesize and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research)
- Standard - 8.3.8.A Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States.
- Standard - 8.3.8.B Evaluate the importance of historical documents, artifacts and places critical to United States history
- Standard - 8.3.8.D Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.
Information Literacy Standards:
- Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively.
- Information Literacy Standard 2: The student who is information literate evaluates information critically and competently.
- Information Literacy Standard 3: The student who is information literate uses information accurately and creatively.
- Information Literacy Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation
- Information Literacy Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
- Information Literacy Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
- Information Literacy Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information
ITEA Standards for Technological Literacy:
- Standard 1: Students will develop an understanding of the characteristics and scope of technology
- Standard 2: Students will develop an understanding of core concepts of technology
- Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study
- Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies
Ariel view of Ellis Island
8th Grade Social Studies - United States History 1865 -1919
Lesson Length: 8 days
The Great Hall, Ellis Islnd
Outcome Goals for Students: Students will be able to answer the following questions - 1. What were possible PUSH factors as to why members of that specific ethnic group left their homeland? 2. What were possible PULL factors as to why they came here? 3. What was the trip across the ocean like? 4. What steps did they have to go through to be allowed into America upon arrival? 5. How many immigrants arrived from that nation between 1860 -1919? 6. Where (geographically-main cities/regions) in America did immigrants from that nation mostly settle? 7. What living conditions did they find here? 8. What were at least 3 problems the immigrants faced during their assimilation in America? 9. In what specific ways did new immigrants overcome these problems? 10. In what specific ways did immigrants from this nation contribute to our nation/society after becoming assimilated?
Technology Tools Needed: Required - iPads, Google Docs app, Google Classroom app, Multimedia Presentation Options: iMovie app, Google Slides app, VoiceThread app, WeVideo app
Activity 1 - Students collaborate with a partner to conduct research and answer the required questions (Outcome goals for students).
Activity 2 - Students collaborate with a partner to find appropriate images to include in their multimedia presentation.
Activity 3 - Students collaborate with a partner to write a narration script for their multimedia presentation.
Activity 4 - Students collaborate with a partner to create their multimedia presentation (images and information).
Activity 5 - Students collaborate with a partner to record their script and complete their multimedia presentation.
Activity 6 - Student present their multimedia presentations to the class.
Activity 7 - After viewing multimedia presentations, students individually write a response identifying three key contributions that immigrant groups made to American society after assimilation and evaluating those contributions to determine the one that they believe had the largest impact on our nation.
Consideration for students who do not have access to tools - Students will be using school provided iPads, therefore all students will have equitable access to technology.
Management of technology tools - Students are expected to follow the school district AUP. The teacher will monitor student progress and digital behavior during class time.