LEARN NC

K–12 teaching and learning · from the UNC School of Education

Why Come to America?

The success of the U.S. as a world power, an advocate of individuals' rights, and a worldwide defender of freedom is due primarily to our uniquely rich and varied heritage. This culture is a composite of the aspects of each of the immigrant populations that make up our population. An understanding of the strength and commitment of these immigrants, as well as a look at the prejudices endured by many, helps us to better understand who we are today.

A lesson plan for grade 8 English Language Arts and Social Studies

By Teddi Benson

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Related pages

  • Postcards of the Past: Students will participate in Heritage Day activities that will enhance students' awareness of their heritage. They will take digital pictures of activities to include on a web page, and research and report on information gathered. Students will create a web page to present their information.
  • Impressed With Embargo: Students will learn about the causes of the War of 1812 and make connections to current world events.
  • Folklife: Students will learn North Carolina folklore, traditions, war activities, local legends, superstitions, food preparation traditions, art, songs and dances which are unique to the area.

Related topics

Legal

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Learning outcomes

Students will:

  • investigate reasons large numbers of people immigrated to the U.S.
  • identify hardships and risks involved in coming to America.
  • identify the affects immigration has had on the traditions and cultures in the different regions of the U.S.
  • identify the “American Dream” and individual immigrants who have realized their “dream.”
  • examine the restrictions placed on immigrants in the past and the present.

Teacher planning

Time required for lesson

8 days

Materials/resources

social studies book
any books on American immigration

Technology resources

none

Pre-activities

  • Brainstorm words associated with “immigration.” Separate the words into positive and negative lists.
  • Survey the class and chart ethnic backgrounds of students.
  • List the pros and cons of emigrating to a new country. Which countries do the students find most desirable and why?
  • Use the internet to Immigration and Naturalization Service for information about immigration today. Model for the students how to find information on the internet and brainstorm other sources of information for this unit.

Activities

  1. Research one country with large numbers of people immigrating to the U.S. Report on any government activities that cause people to leave. Which countries forbid their citizens from leaving?
  2. Same as above but compare and contrast the religious freedom of immigrants’ home countries to that of the U.S.
  3. Investigate our community’s ethnic heritage. What major groups settled here? Look in the telephone directory to find as many ethnic names as possible. Construct a timeline showing settlements.
  4. Why was Ellis Island known in steerage as the “Island of Tears?”
  5. Why were health examinations so important before being admitted to the U.S. as an immigrant? What would have happened in the U.S. if these examinations had not been required?
  6. Write a story in first person describing the feelings of an immigrant first arriving in America.
  7. You are a recent immigrant to America. Write a letter to your friend back home who is considering following in your footsteps. Include positive and negative aspects of your experience and be sure to prepare him or her for their voyage.
  8. What is the “American Dream?”
  9. Choose a famous person who came to America as an immigrant within the last hundred years. Why did he/she come? Did he/she find what he/she was looking for? What was he/she dream?
  10. Choose a holiday and investigate celebratory customs that were brought to the U.S. by immigrants.
  11. What popular foods were first introduced to Americans by immigrants? What foods were created in America? What ethnic foods are most popular in our area?
  12. Write an editorial on whether the public schools should offer education in a bilingual format? Address the topic of Ebonics.
  13. Why were the Chinese and Japanese immigrants so disliked and mistrusted at the height of the immigration years? Is this still true today?
  14. Discuss immigrants entering the U.S. illegally. Design a plan to solve the illegal immigration problems of today.
  15. What are the immigration laws and quotas today?
  16. Arrange for community speakers to visit the classroom to discuss their ethnic backgrounds. Try to include as many recent immigrants as possible.
  17. Draft a bill for a new immigration law for the U.S.
  18. Write a letter to your Congressman expressing your ideas on Ebonics or ESL problems in our schools today.

Assessment

The class as a whole plans a Cultural Festival celebrating the varied backgrounds of the community (this is a great idea if other classes also join in and it becomes a school-wide celebration). Each student shares their projects and dresses like his/her ancestors when they emigrated. Committees can plan food, skits, and games to reflect all countries in the school community.

Supplemental information

none

Related websites

http://www.ins.usdoj.gov/graphics/index.htm
http://www.bergen.org/AAST/Projects/Immigration
http://dewey.chs.chico.k12.ca.us/

Comments

I would appreciate any comments or suggestions!!

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 8

  • Goal 5: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.
    • Objective 5.03: Describe the social, economic, and political impact of migration on North Carolina.
  • Goal 8: The learner will evaluate the impact of demographic, economic, technological, social, and political developments in North Carolina since the 1970's.
    • Objective 8.01: Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy.
  • Goal 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.
    • Objective 9.01: Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

Computer Technology Skills (2005)

Grade 8

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.02: Use technology terms/concepts to describe and explain strategies used to collect, organize, and present findings for assignments/projects. Strand - Societal/Ethical Issues
    • Objective 1.12: Demonstrate knowledge of the advantages/disadvantages of using word processing to develop, publish, and present information to a variety of audiences. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.13: Review and use WP/DTP terms/concepts to describe and explain how assignments/projects were created. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.16: Use multimedia terms/concepts correctly to describe and explain projects/products. Strand - Multimedia/Presentation
    • Objective 1.17: Recognize, discuss, and establish ethical guidelines for use of personal and copyrighted media (e.g., images, music, video, content, language) in multimedia projects and presentations as a class/group. Strand - Multimedia/Presentation
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.05: Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.06: Select and justify use of appropriate collaborative tools to survey, collect, share, and communicate information in content areas. Strand - Telecommunications/Internet
  • Goal 3: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.05: Select and use WP/DTP features/functions to develop, edit/revise, and publish documents/assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 3.07: Plan, design, and develop a multimedia product using data (e.g., graphs, charts, database reports) to present content information. Strand - Multimedia/Presentation

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.01: Narrate a personal account which:
      • creates a coherent, organizing structure appropriate to purpose, audience, and context.
      • establishes a point of view and sharpens focus.
      • uses remembered feelings.
      • selects details that best illuminate the topic.
      • connects events to self/society.
    • Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • reviewing the characteristics of expressive works.
      • determining the importance of literary effects on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • drawing inferences.
      • generating a learning log or journal.
      • maintaining an annotated list of works that are read or viewed, including personal reactions.
      • taking an active role in and/or leading formal/informal book/media talks.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.
    • Objective 4.02: Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
      • using knowledge of language structure and literary or media techniques.
      • drawing conclusions based on evidence, reasons, or relevant information.
      • considering the implications, consequences, or impact of those conclusions.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and case.
      • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • evaluating the use and power of dialects in standard/nonstandard English usage.
      • applying correct language conventions and usage during formal oral presentations.
    • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
      • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
      • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
      • self correcting errors in everyday speech.
      • independently practicing formal oral presentations.