What is Immigration?

Teacher: Rachel Vos and Hannah Hougen Date: April 23, 2017 Big Idea: imMIgration Thread: Culture and Civics

I. Objectives
What is the main focus of this lesson?
This lesson is focused on introducing the concept of immigration to students.
How does this lesson tie in to your units Big Idea?
This lesson will be the first in our unit. It will introduce immigration and give students a background knowledge of the topic, which
is crucial to their understanding of the rest of the unit.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards.
Include any themes or major concepts from the thread (themes of geography, Core Principles of Economics, etc)

- Students will be able to define immigration.

- 4-P3.1.1: Identify public issues in the United States that influence the daily lives of its citizens.
- Students will discuss a personal story about immigration with a partner.
- NCSS 2.e: demonstrate an understanding that people in different times and places view the world differently
- 4 G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull
factors (why they left, why they came) that influenced the migration.
- Students will discuss immigration and its impacts with the class.
-

II. Before you start

Students are not expected to know anything specific about immigration at this point. It would
Prerequisite knowledge and skills. be helpful if they had an idea of what the word means, but not necessary.
Students should know how to collaborate with a partner and have a discussion with the entire
class.
Pre-assessment: Brainstorm a list of things students think of when they hear the word
immigration.
Assessment
Formative assessments: Students turn and talk with a partner about the story and what they
(formative and summative)
thought of it. Then, have a discussion as a class on immigration and the way it impacts people.
Summative assessment: Exit ticket: What are 2 new things you learned about immigration
through reading Julias story?
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
We will optimize relevance by connecting
what students learn to what they already
know about immigration.
Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
We will support decoding of text through
the discussion of the story.

Options for Comprehension Options for Executive Function Options for Self Regulation
We will activate background knowledge We will facilitate managing information by Students will reflect on what they have
by having students brainstorm what they having students first discuss with a learned through an exit ticket at the end
currently think about immigration and tie partner and then with the whole class. of the class.
that to what they learn through the story.
The story, Julia Moves to the United States printed out from the Teaching Tolerance
website for each student.
Materials-what materials (books,
http://www.tolerance.org/magazine/number-47-summer-2014/department/julia-moves-unit
handouts, etc) do you need for this
ed-states
lesson and do you have them?
A whiteboard or chart paper to record answers.
Sticky notes for exit tickets.
 Students should be close to someone they can discuss the story with.
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities (indicate in parenthesis where you are addressing standards and themes)
Motivation - Write the word immigration on the board or on chart paper. What do you think of when you
(Opening/ see or hear the word immigration?
5 Introduction/ - Give students time to think of answers. Call on students to share what they think of. Write
Engagement) down students answers on the board or chart paper around the word immigration.
- We are going to be talking a lot about immigration in social studies for the next few weeks.
Before we learn more about it, I have a story about immigration for you to read.
3 Development - Pass out a copy of the story Julia Moves to the United States to each student in the class. Give
students time to read the story to themselves.
- Now that you have read the story, I want you to turn and talk with the person sitting next to
you. What did you think about this story? How did it make you feel?
3 - Give students time to talk with a partner. Walk around the room listening to students
discussions.
- Students will discuss a personal story about immigration with a partner.
- NCSS 2.e: demonstrate an understanding that people in different times and
places view the world differently
- 4 G4.0.1 Use a case study or story about migration within or to the United
States to identify push and pull factors (why they left, why they came) that
influenced the migration.
15 - After students have had time to discuss, call the class back together. What kinds of things did
you and your partner talk about? What did you think of this story?
- Give students time to share what they thought about the story.
- Based on this story, what do you think immigration is?
- Give students time to share their ideas. Make a class definition of immigration together and
write it on a piece of chart paper. Make sure to include elements like moving to a new region
for some reason. Were going to put this definition up in our classroom so we can refer to it
throughout our unit on immigration.
- Students will be able to define immigration.
- 4-P3.1.1: Identify public issues in the United States that influence the daily
lives of its citizens.
- How did immigration affect the characters in this story?
- Give students time to share their ideas.
- Students will discuss immigration and its impacts with the class.
- Before we read this story, we brainstormed what we thought about immigration. After reading
this story, did anything you thought change? Do you think any differently about immigration
after reading this story?
- Give students time to share their ideas. Brainstorm a new list of things they think of when they
think about immigration.
- Have the students take out sticky notes/pass out sticky notes to each student.
5 Closure - Write the exit ticket question on the board and read it as you write it: What are 2 new things
you learned about immigration through reading Julias story?
- Give students time to complete their exit tickets.
Explain how this lesson supports your Big Idea. What is the takeaway?
In this lesson, the we just want to give students an introduction to the idea of immigration. We want to connect immigration right
away to people, since people are at the heart of the issue. We want the takeaway of this lesson to be that immigration affects
people in different ways.