Immigration+Lessons+(Spring)

=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__
Finalize costume Review Immigrant Checklist and devise strategies for weak areas Update maps and blogs Props/Costumes String for nametags Checklists Prepare "Immigrant" for processing through Ellis Island 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
 * Tasks:**
 * __Materials:__**
 * __Objective__**
 * __SS EALRs__

__Day 4 May 14th__
Begin letter to America __**Materials:**__ Teacher letter (directions/checklist) Examples of letters Write friendly letter using correct structure (salutation, body, closing) 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). 3.1.1 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). 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
 * __Task:__**
 * __Objective__**
 * __Writing EALRs__
 * 3.1 Develops and organizes writing**
 * __SS EALRs__

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 Identify immigrant's country on map, create map marker with critical information about immigrant 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 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 8th__****__Task:__**
 * __Objective__**
 * __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.

Task: Investigate Character Create Nametag Read letters to America, brainstorm own letter to America Tagboard Web links Books Folders of immigrant/processor information
 * __Day 2 May 2nd__**
 * __Materials:__**

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


 * Immigrants**


 * Processors**

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

Feb 5th: At Larrabee Feb 7th: At WWU
 * 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?