Students will research and analyze a variety of print to better understand the motivations and effects of immigration to Texas and related issues through a study that includes creating a foldable through study of the topic of immigration in Texas.
- Students will analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas;
- Students will and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;
- Students will analyze information by finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
- Students will use social studies terminology correctly; incorporate main and supporting ideas in verbal and written communication.
Immigration to Texas: Then and Now
From the International Children's Digital Library:
Classroom Activities (Duration: 1 - 1.5 Weeks):
Day 1-2: Introduction to Texas Immigration
- Introduce the topic of immigration with the Immigration to Texas Then and Now power point presentation. Analyze the pictures and visuals on slide 1 to gather information of the topic, time period, sources, etc. Have a discussion and allow for the students to question, predict, infer and draw conclusions.
- Refer to Slide two to provide an overview of the research activities on the topic of immigration from the late 1800s until today.
- Pass out the Texas Immigration KWL chart. Students will work in groups of four to explore what they know of immigration. They will have ten minutes to explore the topic and write down as much as they know about the topic. The groups will share whole group what they know while the teacher documents the responses on chart paper. After all groups have shared the teacher will lead the discussion on the meaning of immigration and other pertinent vocabulary.
- Pass out the Word Teach sheet and determine the meaning of the words by using a dictionary, on-line dictionary, and/or social studies textbook.
- The students will then examine what they want to find out about the topic on the Texas Immigration KWL chart and create a list of questions that will be explored throughout the study of Immigration to Texas.
- The What did I learn section of the KWL chart will be completed as a reflection of the learning after the different research activities throughout the research.
Day 3-5: Develop a purpose for the research study
- Document the list of questions in a whole class setting from those that were generated on the previous day. Determine what commonalities are found and create a purpose for the research study such as the questions will generally ask the same type of questions found on slide 3 of the Immigration to Texas Then and Now power point presentation.
- Review the vocabulary that will be used for the remainder of the immigration study before the commencement of the secondary source analysis of immigrant experiences in the 1900s. Provide an explanation of what secondary sources are before beginning the analysis.
- Introduce the book: Las voces del otro lado by Brenda Ayala Lewis et. al which provides the immigrant experiences of four different people. The first analysis of the account of the Sánchez family in Sacrificios y esperanza by Brenda Ayala Lewis will be done as a shared reading to allow for scaffolding of the expectations. The teacher will lead the discussion of the historical context and the students will assist in analyzing for main idea, summary and drawing of inferences and conclusions. The Immigration Analysis group activity sheet will be used to document the analysis of the immigration experience. & nbsp; NOTE: The teacher can find other accounts of immigrant experiences and use them for this study as appropriate to meet the expectations.
- The second immigration analysis can be the choice of the group and they will follow the same expectation as the first group analysis. They will use another Immigration Analysis sheet to document their research study.
Day 6-7: Interpreting Immigrant History Through Primary Sources
- Review Slide 3 of Immigration to Texas Then and Now power point presentation and introduce the concept of primary sources using slide 4 that provides a section of a newspaper article. Explain how the primary sources will be used to analyze sources (newspaper article and maps) will be used to analyze immigration to Texas via Galveston in the 1800s.
- Students will be posed with a question to begin research using primary sources found in the ppt and linked to archives. The teacher will model for the students how to utilize the links to access the newspaper article archives and answer the question on slide 5.
- Students will work in pairs with a laptop. If no laptops are available the teacher will need to provide hard copies of the newspaper articles for analysis. The research will be done using the format of a jigsaw. Pairs will be assigned an article that they will need to research and report to the whole class. The questions can be answered on a post it note and placed on a chart paper for written accountability.
Day 8-9: Interpreting Immigrant History through Maps
Section 1, P.35-38 http: //www.forgottengateway.com/community_projects_home.php, Forgotten Gateway
- Follow the lesson plan on p. 35, 1-4 which will allow for the children to examine, analyze and interpret the information on the map while working cooperatively in groups. They will gather information as historians do using the primary sources to learn more about the immigration to Texas.
- Teacher must make copies of the following handouts: Handout #1 First Person Impressions: Students will look at the point of view of the immigrants in their arrival to Galveston, Texas;Handout #2 Bird's-eye View Map of Galveston: Students will analyze the and collect data based on the time period such as attitudes, point of view, historical events, etc. Handout #3 Take a CloserLook: Immigrant's Treasure Hunt/Búsqueda
- Students will use a critical eye to answer questions about the primary source (map), transportation, resources, impressions and attitudes displayed by the author of the primary source. All answers must be supported with evidence and justifications from the map.
- As an extension the students can work on #5.