Immigration Unit

Larrabee Elementary and Western Washington University working together. Dr. Karen Hoelscher and students in her ELED 425
Methods of Teaching K-8 Social Studies are working together!


Simulation Day! May 21st!

Tasks:
Move tables and chairs from 10:00-10:30 Students go to recess at 10:30
Immigrants meet in Portable C, Parents and Processors meet in the gym
11:00 Processing begins!
11:45 Finish processing and move furniture back to Portable C

Day 5 May 16th

Tasks:
Finalize costume
Review Immigrant Checklist and devise strategies for weak areas
Update maps and blogs
Materials:
Props/Costumes
String for nametags
Checklists
Objective
Prepare "Immigrant" for processing through Ellis Island
SS EALRs
History:
1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State history.
To meet this standard, the student will:
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history



Day 4 May 14th

Task:
Begin letter to America
Materials:
Teacher letter (directions/checklist)
Examples of letters
Objective
Write friendly letter using correct structure (salutation, body, closing)
Writing EALRs
2.1 Adapts writing to a variety of audiences

Applies understanding of multiple and varied audiences to write effectively. Identifies and includes information a diverse audience needs to know (e.g., background information on the topic, definitions for specialized and/or culturally relevant vocabulary).
3.1 Develops and organizes writing
3.1.1 Selects details relevant to the topic to elaborate (e.g., adds detail to each main point using more than one sentence; uses specific words and phrases, reasons, anecdotes, facts, descriptions, and examples). Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., collects, organizes, and uses data to support conclusions in math, science, or social studies).
SS EALRs
History:
1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State history.
To meet this standard, the student will:
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history

Day 3 May 8thTask:
Create flag marker on Immigration map. Include information about your character.
Finish nametag if necessary
Begin letter to America
Materials:
Web links
Markers/Paper
Examples of letters
Objective
Identify immigrant's country on map, create map marker with critical information about immigrant
SS EALRs
Geography:
1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface.
To meet this standard the student will:
1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information
History: 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State history.
To meet this standard, the student will:
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history

Day 2 May 2nd
Task:
Investigate Character
Create Nametag
Read letters to America, brainstorm own letter to America
Materials:
Tagboard
Web links
Books
Folders of immigrant/processor information

Day 1
Task: *Get to know each other (share common interests)
Timeline of Transportation
*Introduction to blogging!
Grouping:

Immigrants


Processors

Activity Groups:
AG1:
AG2:
AG3:
AG4:
AG5:

Materials:
  • Books/videos (Ask Mike to pull these)
  • Immigrant IDs
  • Processor IDs
  • Student guides?
  • GSs 1-8 notetaking pages. (Sites to correspond with questions?)
  • Name tags: tagboard, markers, string. Can the nametag be a pouch to hold checklists etc.?
  • Folders?
Feb 5th: At Larrabee
Feb 7th: At WWU