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Lesson Plan Nation of Immigrants

This lesson plan introduces 11th grade US history students to differing historical attitudes toward immigration to the United States. Students will analyze political cartoons and poems from the 1890s that portray both positive and negative views of immigrants. They will discuss with partners how perspectives have changed over time and been influenced by events like 9/11. To assess understanding, students will complete a worksheet answering questions about the primary sources and share their responses in a class discussion.

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Erin McGinnis
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102 views2 pages

Lesson Plan Nation of Immigrants

This lesson plan introduces 11th grade US history students to differing historical attitudes toward immigration to the United States. Students will analyze political cartoons and poems from the 1890s that portray both positive and negative views of immigrants. They will discuss with partners how perspectives have changed over time and been influenced by events like 9/11. To assess understanding, students will complete a worksheet answering questions about the primary sources and share their responses in a class discussion.

Uploaded by

Erin McGinnis
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan: A Nation of Immigrants

Name: Erin McGinnis Class/Subject: 11th Grade US History Date: 1/30/14 Student Objectives/Student Outcomes: Students will review reasons why people immigrate to the United States Students will review di ering attitudes toward immigration Students will use analysis o documents in order to de!ate the pros and cons o immigration policies o the 1"#0s Content Standards: $$SS%E&'(&iteracy%)H%11(1#%# *etermine the central ideas or in ormation o a primary or secondary source+ provide an accurate summary that ma,es clear the relationships among the ,ey details and ideas% $$SS%E&'(&iteracy%)H%11(1#%- Evaluate authors. di ering points o view on the same historical event or issue !y assessing the authors. claims/ reasoning/ and evidence Materials/ esources/!ec"nolog#: *ocument pac,et or political cartoons/ poetry/ and de!ate with guided 0uestions !ime/Lesson 1 minutes Start of Class2 )eview !asic acts o immigration rom chapter reading Introduction of Lesson2 3% 4pening 'ctivity5)eading cartoons '% Students will study two 6% 7eppler cartoons 8*ocument '9 1% 6% 7eppler drew the irst cartoon in 1::0 and th second in 1:"3% *escri!e the two cartoons% ;hat are the di erences in point o view !etween them< ;hy do you thin, attitudes on immigration changed< #% *o you thin, that there has !een a change o attitudes on immigration recently in this country< 3n what way did the attac,s o "/11 immigration policies< 3n what way has su!=ect o >illegal immigration? in luenced attitudes toward immigrants< - Students will wor, with partners around them to discuss the 0uestions a!out the polticial cartoons% @here is a space provided or them to write down their possi!le answers and thoughts% - )econvene as a class to discuss

10(11 minutes

11(#0 minutes

Lesson Instruction2 33% Aoetry 'nalysis Students will read two poems on attitudes towards immigration 8*ocuments B C $9 1% How does Emma &aDarus portray immigrants in >@he Eew $olossus?< ;hy is her poem on the Statue o &i!ery< #% How does @homas Bailey 'ldrich portray immigrants in >Unguarded Gate?< ;hy is he concerned with immigration< - Students will again wor, with partners near!y to read the poems and analyDe the content !ased on the 0uestions and prior ,nowledge% - )econvene as a class to discuss material Assessments/C"ec$s for %nderstanding: Formative assessment2 Students will hand in the wor,sheet or the day with their responses written !ased on their partner wor, and class discussion% ( @his lesson gives a !road overview o the two sided perspective o immigration to the United States during the 1"#0s5!oth positive and negative% Closure/&ra'(%'/ evie): Hand out the eGcerpt o the 3mmigration 'ct o 1"#4 and descri!e the de!ate or tomorrow on whether or not to pass this act% ( Sides will !e assigned

1 minutes

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