Social Studies Unit Plan - Assignment Example

Social Studies Unit Plan Topic: Hispanic Immigration in the U.S. Overview: This unit is a fifteen-day unit plan on Hispanic Immigration in the U.S. Over 40 million Hispanic were present in U.S., in 2005. This unit will focus on introducing the concept of Immigration and causes of random movement of people from their native countries. This will further extend to identification of the causes of Hispanic Immigration to U.S., the characteristic of this Immigration, and the Impact of Immigration. The unit will end with presentation of research results by students on research conducted with regard to ancestral and families’ origin and their causes of being part of American population, as well as assigned group topics. Grade Level: 4th Duration: 15 sessions Sunshine State Standards: The learner will… The student comprehends historical perspective and chronology. (SS.A.1.2)- comprehends how events, decisions, individuals, policies, and ideas can influence history; The student comprehends U.S. history at the perspective of Immigration from 1880s to the current decade. (SS.A.5.2) – familiarize the beginning of immigration in U.S. and how such immigration has impacted American life; (SS.A.5.3) – familiarizes with consequences of urbanization and industrialization in United States since the beginning of immigration to U.S.; The student comprehends the level of interaction between people and the physical environment. (SS.B.2.2) – comprehends why there is a difference in the population density of different areas; The student comprehends citizen role in American democracy. (SS.C.2.2) – identifies a citizen as a member who is legally recognized in U.S. and has privileges and rights, as well as responsibilities (e.g., right to hold public office and vote are privileges while serving on juries, voting, respecting the law, and paying tax are responsibilities); The student comprehends the role of scarcity in influencing choices that are made by institutions and individuals with reference to the use of resources. (SS.D.1.2) – comprehends that the use of resources is dependent on scarcity, which dictates choices made at societal and individual levels respectively; The student develops grade appropriate vocabulary using multiple strategies. (LA.4.1.6.1) – use the new introduced and taught vocabulary directly; (LA.4.1.6.5) – relates familiar words with new vocabulary; The student comprehends grade level text through the use of a myriad of strategies. (LA.4.1.7.4) – locate cause-and-effect relationship, which exists in text; (LA.4.1.7.6) – locate topics and themes across a variety of nonfiction and fiction selections; The student formulates a plan and generates ideas using prewriting strategies. (LA.4.3.1.1) – using multiple sources to generate ideas (e.g., group discussion, graphic organizer, text, writer’s notebook, drawing, and brainstorming) based upon personal interests and teacher-directed topics; (LA.4.3.1.3) – using strategies and tools to organize ideas (e.g., log, KWL chart, graphic organizer, technology) to develop a writing plan, which prioritizes ideas, as well as addresses logical sequence and main idea; The student demonstrates and develops creative writing. (LA.4.4.1.1) – write narratives with reference to events, imagined or real ideas, or observations, which include sensory details, plot, setting, characters, context, and logical events sequence; The student applies speaking and listening strategies effectively. (LA.4.5.2.1) – listens to oral presentations and depicts a vivid comprehension of the key points; The student develops vital skills in technology, which are crucial in understanding current and conventional tools, processes, and materials. (LA.4.6.4.1) – use current technologies for achievement of purpose and communication (e.g., presentations, video); The student comprehends and applies processes, techniques, and media. (VA.A.1.2) – uses and organizes, tools, three-dimensional and two dimensional media, and processes in order to produce artwork derived from imagination, observation, or personal experience; The student comprehends the visual arts in correlation to culture and history. (VA.C.1.2) – comprehends the use of symbol and visual languages by artists over time and across cultures; Knowledge Objectives: With the completion of the unit, students will be able to… Define Immigration and its related vocabulary Differentiate between legal and illegal immigration Identify and comprehend all facts about Hispanic Immigration in U.S. Comprehend the causes, importance, and impact of Hispanic Immigration in U.S. history Comprehend reasons for immigration Skill Objectives: With the completion of the unit, students will be able to… Develop and create Immigration KWL chart Develop a Family Tree Write articles and journal entries on immigration to other countries Develop a critical analysis of Hispanic Immigration to U.S Develop a study tool for Vocabulary Word Map Conducting effective academic research Narrate about their coming to America Value Objectives: With the completion of the unit, students will be able to… Appreciate different cultures of all immigrants Develop respect for other people opinions Sympathize with immigrants and America’s history Gain knowledge on immigration Gain knowledge on why countries accommodate immigrants Day 1 Day 2 Day 3 Day 4 Day 5 Introduction to Immigration and Hispanic Immigration Watch illegal Immigration Video Developing Immigration KWL chart Immigration Vocabulary and creation of Word Map for Immigration Watch Mexicans immigrants video Presentation on “Mexican Immigration in the U.S.” Day 6 Day 7 Day 8 Day 9 Day 10 Ancestral discussion Reasons for immigration Hispanic Immigration Challenges of Hispanic Immigration Watch video on immigration to U.S. Composition of Hispanic Immigration Day 11 Day 12 Day 13 Day 14 Day 15 Discussion on citizenship Discussion on how America handles immigrants Presentation of assignment Discussion on assignment findings Introduction to family trees Research groups Research presentations Unit Outline Teaching Sequence: Day 1: The unit will begin with an introduction to immigration by the teacher. The teacher and students will then have an open forum to discuss different ideas and issues related to immigration. Examples of questions include: What is immigration? Why do you think immigration takes place? Name an example of a group or population that has been a victim of immigration. This will involve watching of a video on YouTube concerning illegal immigration of Mexicans into the U.S. , which will open room for further discussion of Hispanic immigration into the U.S. Day 2: The students and the teacher will create a KWL chart for the class. This will involve the use of ideas and knowledge gained during the discussion conducted on day 1. Day 3: The students will be exposed to immigration vocabulary words. These words include immigration, migrate, immigrant, illegal, culture, citizen, refugee, nationality, and ethnicity. The students will identify various synonyms for the vocabulary words in order to develop the Word Maps for Immigration. This will be conducted by dividing students into groups of four to five members in order to allow effective brainstorming to take place. The results from the groups will be compared, and a discussion on the vocabulary words will be held. Day 4: The students will watch You Tube video “Life of Mexicans Immigrants”. < http://www.youtube.com/watch?v=i9E9NR4XIG4>, which will aid in developing a discussion of the impact of immigration to U.S. as well as the immigrants themselves. The video will also open a discussion on the characteristics of Hispanic immigration into the U.S. Day 5: The teacher will present information on “Mexican Immigration in the United States”, which will form a basis of a discussion of the cause, impact, and importance of Hispanic immigration into the U.S. Day 6: The teacher and students will hold a discussion on their ancestors. This discussion will focus on ancestral origin as well as background information for the ancestors. The results of the discussion will then be related to “Mexican Immigration to U.S.” Day 7: The class will develop reasons for immigration. This will pose questions to students asking them to give a reason which would compel them to migrate to another country. Day 8: The students will discuss Hispanic immigration to U.S. The discussion will focus on the reasons for this immigration as well as how the immigration would have been prevented. Day 9: The students will discuss the challenges encountered in the Hispanic immigration into the U.S. This discussion will involve watching of the YouTube video on immigration to U.S.A. < http://www.youtube.com/watch?v=W7ZqdK-2xjY>. Day 10: The teacher will provide a presentation on the main composition of Hispanic immigrants into the U.S. The presentation will discuss cultural practices of all groups of Hispanic immigrants. Day 11: Students will discuss citizenship of individuals in U.S. The discussion will identify factors which quantify one to be a citizen as well as matters and issues related to nationality of individuals. Day 12: The class will discuss how America handles immigrants and why America accepts immigrants. The discussion will identify the impact of American immigrants on the available resources in the nation. The discussion will end with assignment presentation. The topic of assignment is “Historical nature of American immigrants”. Day 13: The class will discuss the findings from the assignments. The students will be introduced to family trees. The class will also discuss how to carry out an effective research. Day 14: Students will gather into groups of three to five members and carry out research on assigned topics. These topics includes Hispanic immigrants into the U.S. family trees and immigration at large. The students will use the internet and library to conduct research and prepare for presentations. Day 15: The students will present their findings on the research topics. Each student will then submit an individual report on the research conducted. Resources: Bodvarsson, Orn, and Hebdrick, Van den. The Economics of Immigration: Theory and Policy. New York, United States: Springer-Verlag Berlin Heidelberg, 2009. Borjas, George. Mexican Immigration to the United States. Chicago, United States: National Bureau of Economic Research, 2007. Zuniga, Victor, and Ruben, Hernandez-Leon. New Destinations: Mexican Immigration in the United States. New York, United States: Russell Sage Foundations, 2005. http://www.youtube.com/watch?v=W7ZqdK-2xjY http://www.youtube.com/watch?v=i9E9NR4XIG4 http://www.youtube.com/watch?v=8So6nTogjho http://pewresearch.org/pubs/1191/mexican-immigrants-in-america-largest-group http://www.csmonitor.com/Commentary/Walter-Rodgers/2010/0330/Illegal-Hispanic-immigration-is-undermining-American-values http://www.foreignpolicy.com/articles/2004/03/01/the_hispanic_challenge http://www.usatoday.com/news/nation/2008-06-29-hispanicside_N.htm http://civilliberty.about.com/od/immigrantsrights/a/amnesty_3.htm Materials: Scissors Stapler Line paper Crayons String Pencil Ruler Glue Markers Chart paper Internet Vocabulary Word Maps Assessment/ Evaluation: These assignments will form the basis of grading students… a) The students will have an assignment on family trees, which will have a rubric explaining to them the expectations from the assignment. b) The students will also be assessed on their ability to participate in class discussions and presentation of the research results. c) Individual assessment of students will be based on the ability gather information from parents on American immigrants and complete family trees. d) Individual reports on research will also form another element of evaluating students. Personal Evaluation: This assignment was motivating and encouraging. Through the assignment, I have had an opportunity of familiarizing myself with what coming to America really means. This is something which I did not have an opportunity of experiencing in my elementary schooling. Students have an opportunity of familiarizing themselves with facts related to their ancestral origin and background. This includes the motivating factors for ancestors to come to America. In addition, students will comprehend the whole process of Hispanic immigration into the U.S. Conducting the research was time consuming in terms of looking for relevant information from books, internet, and videos. However, I believe this is the most appropriate unit plan for students since they have a chance of developing research skills, interacting with their parents to know their ancestral origin, and learning of Hispanic Immigration in the U.S. The topic also aids in appreciating culture and citizenship of other members in our society. ESOL/ESE Modifications: This unit plan has focused on using an assortment of techniques which are aimed at aiding the ESOL/ESE students because it includes listening, visual, and hands on activities which these students needs. Moreover, the unit creates a chance for students to work in groups which aids in enhancing assistance of weak students by stronger ones. This is further enhanced through the use of open discussions as means of learning. Furthermore, the unit does not use a quiz or a test on assessment of students; therefore, completion of assignments helps students to develop a sense of accomplishment. (Client Inserts Personal Details) Read More