Immigration

Introduction and Review toc

Resources
[|Multicultural America] [|Think Quest -Immigration] **Images** [|Wikimedia Commons] Chinese immigration || [|Middle passage] [|Potato Famine] [|Ellis Island] [|Jewish Immigration] [|Chinese Railroad] [|Japanese Immigration] The Chinese in California Gold Rush Korean Immigration [|Good place to begin-can search by port of departure and port of arrival] [|Many, many ship manifests - arriving in New York] [|SS Rotterdam - 1887] [|British Bark Irvine - 1851 from Ireland] [|SS La Bretagne - 1907 - Mostly Italian immigrants] [|SS Oceanic - 1893 - Japanese and Chinese Immigrants]Pg 2 for Chinese Slave name database || [|Animoto.com] **Tutorials** [|Signing Up for Animoto] Creating Bit.ly link to Google Docs Credits page [|Animoto Tutorial] **Note Taking Tools** [|Google Docs Note Taking Template] **Citation and Attribution** EasyBib || Mr. DeFord's Examples: Delaney - [|The Middle Passage] Mrs. Johnson - [|The Pilgrims] Eric - The Famine Guadelupe - Mexican Braceros || Arrival Attitudes and Struggles Changing the American Landscape Push/Pull-Causes of Immigration When and Where/Facts and Figures ||
 * = **General Information Websites** ||= **Specific Immigrant Groups** ||= **Tools and Tutorials** ||= **Examples** || **Primary Source Sets** ||
 * [|Immigration - Presentation from LOC]
 * Ship Manifests with Immigrant Lists**
 * Irish Immigration Notes
 * [|Irish Immigration Animoto]

Standards Aligned Unit Plan
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. || Students will:
 * = **Essential Learnings/Learning Targets** ||= **History Standards** ||= **21st Century Learner Standards** ||= **Activities** || **Assessment** ||
 * Students will be able to:
 * formulate historical questions based on examination of primary sources
 * Understand and be able to explain the reasons for major periods of immigration to the United States
 * Describe how different segments of U.S. society reacted and changed as different immigrant groups moved to the United States
 * Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
 * Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. || # Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives.
 * 1) a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict || 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * Examine, analyze and discuss primary sources relating to American immigration and immigrants.
 * Choose a particular immigrant group and conduct research to determine:
 * The reasons that led them to immigrate
 * How the immigrant group impacted U.S. Society
 * How the immigrant group was treated and assimilated.
 * Create a multi-media presentation (an Animoto) that demonstrates their new knowlede and understanding || [|Immigration Story Rubric] ||