Introduction and Review



Resources

General Information Websites
Specific Immigrant Groups
Tools and Tutorials
Examples
Primary Source Sets
Immigration - Presentation from LOC
Multicultural America
Think Quest -Immigration
ImagesWikimedia Commons
Chinese immigration
Middle passage
Potato Famine
Ellis Island
Jewish Immigration
Chinese Railroad
Japanese Immigration
The Chinese in California Gold Rush
Korean Immigration
Ship Manifests with Immigrant Lists
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 ImmigrantsPg 2 for Chinese
Slave name database
Animoto.com
TutorialsSigning Up for Animoto
Creating Bit.ly link to Google Docs Credits page
Animoto Tutorial
Note Taking Tools

Google Docs Note Taking Template
Citation and AttributionEasyBib
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

Standards Aligned Unit Plan

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.
  1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives.
  2. 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.
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:
  • 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