James Telman

EDR 627

Grade Level: 4th Grade
Topic: US Immigration
Subject Matter: Social Studies

Social Studies:
4 G4.0.1 Use a case study or story about migration within or to the United States to identify
push and pull factors (why they left, why they came) that influenced the migration. (H)

Language Arts:
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it appears

Technology:
3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information

NETS:
4. Critical Thinking, Problem Solving, and Decision Making
a. Identify and define authentic problems and significant questions for investigation
c. Collect and analyze data to identify solutions and/or make informed decisions

Task
The Department of Immigration has called upon our class for help. For a while now the
Department has been collecting information in regards to who has immigrated to the US; but the
Department has not been able to fully understand WHY people from around the world have
immigrated here. As a class it is our duty to discover why peoples from around the world have
immigrated to the US. To make sure we cover several different peoples from around the world,
each group will be focusing on different peoples from different cultures. In groups of 3 to 4,
Students will be required to have the following and accomplished: (Requirements)

1. Students will make two journal entries: First journal entry will be a prior
knowledge entry. Students will talk about why they think people move, and what
they think about push and pull factors. Second journal entry should be done at the
end of the project. The final entry should be about everything learned, what culture
they learned about/ why the people came to america and was it a push or pull factor.
2. Students will engage in several strategies to learn more about immigration and the
people the came to the United States
3. Students should have engaged with each other in their group discussion boards.
These discussions should include what each student did / ideas as to how the project
should be done/ information found/ answering in class discussions among one
another. In these discussion boards students should also go home and ask their
parents what culture they come from and if they know when and where their family
came from and why. These findings will be discussed among the individual groups
4. Students will choose either www.meograph.com or www.prezi.com to present and
their organize information
5. Use I-Chart to help ask and answer questions regarding the immigrants of your
group. Students questions may vary so they may include guided questions culture
of the people/ what was their music like/ some food of the specific immigrant
culture/ Main Religion of the people/ Did the people go through Ellis Island or Angel
Island.
6. The peoples which students will choose from are German/Irish/Scandinavian/
Italian/Japanese/Mexican/Chinese/Polish and Russian
7. When did most of these people come to the US/ Why did the people come to the US
8. List describe at least Two interesting facts that the group discovered and agreed
upon
9. Listed Push and or Pull factors for immigrating to the US
10. Listed book/s articles and sites used (Work cited)
11. Each student in the groups should have posted, found and shared information and
worked on the project as much as the other students within the group.

Using prezi/or meograph students will organize their information first talking about the people,
where did these people migrate to, then when and why the people moved and finally students
will tell whether their reasons for the people immigration to the US was based of Push or pull
factors. Following the completion of this assignment, students will then be asked to present their
findings to the class.




Texts

Harvey, Stephanie, and Anne Goudvis. "My Names Is Now." Toolkit Texts 2007: 50-51.
Print.
Harvey, Stephanie, and Anne Goudvis. "Where In The World Did We Come
From?" Toolkit Texts 2007: 52-53. Print.
Levine, Ellen. If Your Name Was Changed at Ellis Island. New York: Scholastic, 2006.
52-53. Print.
Glaser, Linda. Emma's Poem: The Voice of the Statue of Liberty. New York: Houghton
Mifflin Harcourt Publishing Company, 2010. Print.
Yacarino, Dan. All The way to America. New York: Random House, 2011. Print.
Mortensen, Lori. Angel Island. Minneapolis: Picture Windows Book, 2009. Print.
Hest, A. (2003). When Jessie Came Across the Sea. Somerville, MA: Candlewick Press.
Freedman, R. (1995). Immigrant Kids. New York City, NY: Puffin Books.
Readworks.org (2012). Famous Immigrants, http://www.readworks.org/sites/default/files/
passages/750_immigration_famous_immigrants.pdf


Websites

"2011 Yearbook of Immigration Statistics." Homeland Security. Office of Immigration ,
2011. Web. 20 Oct. 2013. <http://www.dhs.gov/sites/default/files/publications/
immigration-statistics/yearbook/2011/ois_yb_2011.pdf>.
Wikipedia.org
"Immigration: Stories of Yesterday and Today." Scholastic. Scholastic, n.d. Web. 26 Oct.
2013. <http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/>.
Department of Justice, Immigration and Naturalization Service. Immigrants to the
U.S. by Country. Pearson Education, 2007. Web. 26 Oct. 2013. <http://
www.infoplease.com/ipa/A0201398.html>.
History Channel. History. N.p., n.d. Web. 20 Oct. 2013. <http://www.history.com/topics/
united-states-immigration-to-1965>.
Library of Congress - http://www.loc.gov/teachers/classroommaterials/
presentationsandactivities/presentations/immigration/

Video

Gray, Adrian, prod. Teaching Immigration. YouTube, 2012. Web. 26 Oct. 2013. <http://
www.youtube.com/watch?v=SB_N8qYM4-c>.




















Process Page for Inquiry Project:

Small-Group Inquiry Model For Inquiry Project
Stage Teacher Role Student Role
Immerse
Invite curiosity, build
background, surround
with materials,
modeling, thinking-
aloud
1. Show youtube video to
introduce immigration.
http://www.youtube.com/
watch?v=SB_N8qYM4-c,
Speak about the push and
pull factors within the video

2. Read to the classAll The
Way To
America (Yaccarino, Dan)
3. Read Angel Island and If
Your Name Was Change on
Ellis Island

4. Provide books and articles to
read for the class. Explain
that these books are great
resources to learn more about
immigration

5. Provide and review
vocabulary for students.
Provide examples of Push
and Pull factors of
immigrations

6. Have students visit Ellis
Island on their computers.
http://teacher.scholastic.com/
ACTIVITIES/
IMMIGRATION/

7. Provide Readworks Article
and questions. Famous
Immigrants http://
www.readworks.org/sites/
default/files/pearson/
750_immigration_famous_immi
grants--passage.pdf
1. Watch video
2. Journal Entries. Students
discuss what they believe
people move. Students will
use push and pull factors
within their writings
3. Build Prior Knowledge
4. Listen to class reading and
engage in discussions
5. Students visit Ellis Island.
Through this interactive
students get to tour Ellis
Island, List people the met,
where they are from and why
they came to the US. Students
will be meeting other children
around the world and watch
their video bios of their
immigration experience
6. Students engage in the
Famous Immigrants reading
and questions
Investigate
Develop questions,
search for information,
discover answers,
modeling strategies,
guide discussions,
conferring
1. Pass out DRTA sheets to use
on Immigration article from
the History Channel http://
www.history.com/topics/
united-states-immigration-
to-1965, as well as for other
Articles
2. Develop a compare and
contrast chart for Ellis Island
& Angel Island
3. Help students form questions
that could be asked about
immigration. Re-emphasize
the importance of push and
pull factors.
4. Form Groups for the inquiry
project. Assign groups to
their Peoples of origin.
5. Provide students with I-
Chart. Help build questions
with the students
Demonstrate how to use the
I-Chart even if the strategy
has been done before
6. Teacher should demonstrate
how to use Prezi and
Meograph. If the teacher
wishes to use Meograph it is
better to be used if the class
had done another assignment
with this technology prior to
this project.
1. Students recall prior
knowledge. Students generate
questions they hope to be
answered in the articles being
read. Students use DRTA
sheets to answer their own
questions.
2. Students compare and contrast
Angel Island and Ellis Island
3. Students familiarize
themselves with push and pull
factors of immigration.
4. Students engage with the
instruction on how to use I-
Chart
5. In groups, students will
collaborate with one another.
Students will generate prior
knowledge, questions they
want answered, how they want
their project to be presented
and what everyone in the
group should be doing. Prezi/
Meograph
1 Teacher Role Student Role
Coalesce
Intensify research,
synthesize
information,
modeling
organization and
evaluating sources,
identify key ideas,
conferring
1. Teacher provides three days
for gathering information.
Day 1: Provide texts for
students to use to gather
information Day 2: Sign out
computer lab or lab cart
(Some schools like mine
have one to one computers)
Students use web sites given
to them to find and answer all
questions. Students will be
allowed to print from sources
they list on their I-Chart.
Students should focus on
Library of congress link.
Day 3: Provide time for
students to use computers
and books to gather up any
remaining information.

2. Teacher should be able to
collect students I-Charts and
review them before allowing
students to procee to the
prezi/or meograph. Teacher
should decide if groups have
enough information, or if
they need to proceed with
more investigation. If
needed, teacher should help
those groups who are lagging
behind by helping generate
questions

3. Review Push and Pull
Factors. Review with the
students the requirements of
the project


1. Students will engage in
answering their questions from
their I-Chart. Students will
use sources from both texts
and the internet.

2. Students should decide the
order of which to present their
information.

3. Students will collect pictures
from the internet, or scan
pictures from the texts
provided in the classroom

4. Students will be given the
opportunities to make
corrections to their I-charts as
well as answer any guided
questions given by their
teacher.

5. Students will transfer
information from their I-
Charts to their Prezi

Strategies:
DRTA
DRTA is a great strategy that helps students generate a higher level of thinking. The reasons for
the use of this strategy in this inquiry project is to help kids recall prior knowledge as well as get
students to begin thinking about questions they want answered, and questions they will need to
answer.

Compare & Contrast
This compare and contrast strategy is to help students recognize the similarities and differences
of the two islands which immigrants passed through before entry into the US. Students will be
using this strategy to also show what island the different peoples went to before coming to the
US. Both islands play and important part to our nations immigrations history and that is why it
is important that students know how they are alike and how they are different.

I-Chart
The I-chart strategy is one which works perfectly with inquiry based projects. The I-chart
strategy is used to help students ask and answer questions, organize and gather information, cite
where information was found and help students recall prior knowledge. Because this is a
research project, this strategy will help students organize their questions in a way that helps them
answer questions while researching with a variety of sources.


Go Public
Share learning,
demonstrate
learning in a variety
of ways, understand,
reect, create new
questions
1. Teacher should instruct the
class to take notes during the
class presentations. Each
students will write a journal
entry about what they learned
as well as two things they
learned about another
immigrant culture
1. Each group will be given the
opportunity to present their
project to the class.
2. Students will be given the
opportunity to write down
notes. These notes can be
used
3. Students will tell the class
whether or not the immigrants
the learned came to the US
based off of Push and/or Pull
factors. Students will be
expected to know the push
and/or pull factors
4. After all projects have been
presented students will create
another journal entry into their
Journal. Students will now
look at what they wrote in
their first entry and talk about
everything they learned as
well as what they learned
about another immigrant
culture.


Assessments:
Formative:

1. Exit Cards: To get students to constantly reflect on what they learned, as well
as what they want to learn, students will be asked to write down something they
learned that day, form a question they have and tell the teacher a push or pull
factor that would cause someone to move to another location. This will allow
student to reflect on what they learned and continue to build students
understanding for the lesson. This will also allow the teacher to see where
students are at with their understanding, and who needs help.
2. Compare and Contrast: Students will demonstrate their knowledge as well as
their ability to distinguish the similarities and differences of Angle Island and
Ellis Island.
3. Read Works Worksheet: This worksheet will be used to help students
understand the importance of using a text to answer their questions. The
questions being asked are ones that are not prior knowledge; but ones that need
you to look back at the text to answer.
4. DRTA: This strategy will help students generate questions they will need to
answer in their project. This is also a great strategy o use before the project
because it teaches students to use the texts they have to answer questions they
might have, as well as use texts to learn more about something they didnt
already know. This strategy will also help the teacher see who has used texts the
most to answer their questions, as well as list information they did not already
list.
5. I-Chart: This worksheet/ strategy will help students in their organize the
information they collect. This strategy is great for helping students plan out
their project by asking questions and answering them in multiple ways from
multiple sources. This project not only helps organize information, but also
teaches students that great investigators need several sources in order to answer
questions. The I-chart will allow the teacher to see where the students are
succeeding and where there is need for direction. Students will be working in
small groups to generate questions about their immigrant people, as well as
answer them while using several forms of sources. Students will take the
information gathered in these I-Charts and transfer them into the presentation.


Summative:

1. Final Presentation: Groups will present their Prezi or Meograph to the classroom.
Students will be evaluated based on their ability to follow the projects guidelines.
Students must have push and/or pull factors listed.
Differentiation
ELLs / IEP Students

The teacher will work closely with students that need extra help. Provide students
extra time and attention

Provide close support. Provide students with needed materials and sources needed to
finish the project. Guide students into the correct direction.

Read directions to students while providing step by step instructions for helpful guides

Limit the amount of requirements needed for the project

If needed provide extra time for students to finish

If needed provide students a time to share their presentation privately

If necessary re-reread stories, articles and vocabulary definition. Ensure that students
have a clear understanding for what is expected of them as well as assuring them they
have help if needed