Lesson Plan: A Nation of Immigrants

Name: Erin McGinnis Class/Subject: 11th Grade US History Date: 1/30/14 Student Objectives/Student Outcomes: Students will review reasons why people immigrate to the United States Students will review differing attitudes toward immigration Students will use analysis of documents in order to debate the pros and cons of immigration policies of the 1920s Content Standards: CCSS.E !" iteracy.#$.11"12.2 %etermine the central ideas or information of a primary or secondary source& provide an accurate summary that ma'es clear the relationships among the 'ey details and ideas. CCSS.E !" iteracy.#$.11"12.( Evaluate authors) differing points of view on the same historical event or issue by assessing the authors) claims* reasoning* and evidence Materials/Resources/Technology: Document packet for political cartoons, poetry, and debate with guided questions Time

5 minutes

Start of Class: Review basic facts of immigration; Read as a class the introduction excerpt on the packet. Introduction of Lesson: +. ,pening activity - #eading cartoons !. Students will study two .. /eppler cartoons 0%ocument !1 1. .. /eppler drew the first cartoon in 1220 and the second in 1293. %escribe the two cartoons. 4hat are the differences in point of view between them5 4hy do you thin' attitudes on immigration changed5 2. %o you thin' that there has been a change of attitudes on immigration recently in this country5 +n what way did the attac's on 9611 influence immigration policies5 +n what way has sub7ect of 8illegal immigration9 influenced attitudes toward immigrants5 " Students will wor' with partners around them to discuss the :uestions about the political cartoons. ;here is space provided for them to write down their possible answers and thoughts. " #econvene as a class to discuss Lesson Instruction: II. Poetry Analysis Students will read two poems on attitudes towards immigration 0%ocuments < = C1 1. $ow does Emma a>arus portray immigrants in 8;he ?ew Colossus95 4hy is her poem on the Statue of iberty5 2. $ow does ;homas <ailey !ldrich portray immigrants in 8Unguarded @ate95 4hy is he concerned with immigration5 " Students will again wor' with partners nearby to read the poems and analy>e the content based on the :uestions and prior 'nowledge. " #econvene as a class to discuss material. Assessments/Checks for Understanding: Formative assessment: Students will hand in the worksheet for the day with their responses written based on their partner work and class discussion. This lesson gives a broad overview of the two sided perspective of immigration to the United States during the 1920sboth positive and negative. Closure/Wrap-Up/Review: Hand out the excerpt of the Immigration Act of 1924 and describe the debate for tomorrow on whether or not to pass this act. - Sides will be assigned

10-15 minutes

15-20 minutes

3-5 minutes