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06 Jan 15
Gloria Becker"In this activity students will gather statistics from the last two out of three periods of immigration and compare results.
There were three waves of migration to the United States. Because the first period happened a long time ago, between 1600-1800, the exact number of actual immigrants is difficult to determine. Estimates range as high as 5 million people. The second wave of migration occurred in 1820-1920, and the most recent wave began in 1960 and is still present today." -
10 Sep 14
Noelia Gonzalez3.2.7 Use information from a variety of resources to demonstrate an understanding of local, state and regional leaders
and civic issues.
3.1.9 Define immigration and explain how immigration enriches community.
Extension: Interview someone from their community that they know has immigrated to the United States. Share with the class what you have learned.
Adaptation: ENL students can create a timeline to help them visualize and understand the different patterns that immigrants have used throughout time. -
19 Dec 13
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04 Oct 13
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07 Oct 12
Michael-Ann Cerniglia"Projecting Trends
Grade Level: 9-12
Subjects: Math; Social Studies
Provide students with a printout of the charts found at the U.S. Census Bureau's Web site. The chart is called "Region and Country or Area of Birth of the Foreign-Born Population: 1960 to 1990" and details how the foreign-born population of the United States has grown over a thirty-year period and what their country of origin was.
Have students review the data and make sure they understand the general trends the numbers indicate. Ask a few questions such as:
In 1980, where (continent and country) did the greatest number of immigrants come from?
what percentage did the total number of immigrants increase from 1960 to 1990?
Ask students to then choose a continent and create data based on the numbers in the chart. Ask them to calculate the percentage change from decade to decade on the number of immigrants from that part of the world. Based on the statistics and the trend lines, ask them to make an informed guess as to what percentage of foreign-born residents came from that continent in 2000. (The answer can be found at http://www.census.gov/prod/2003pubs/c2kbr-34.pdf The Nation's Foreign Born Population: 2000) They can present their projections on a chart or graph.
For those continents/countries that produce a high number of immigrants, ask students to research why those places are ahead of all others in the number of immigrants. What geographic, cultural and political conditions play a role in how many people choose to leave and come to the United States? What U.S. immigration policies affect the number of immigrants from a specific region?
Online Resources
The First Measured Century:
http://www.pbs.org/fmc/timeline/eimmigration.htm
Office of Immigration Statistics:
http://www.dhs.gov/ximgtn/statistics/
U.S. Census Bureau:
http://www.census.gov/population/www/socdemo/immigration.html
U.S. Census Bureau: Foreign Born Population:
http://www.census.gov/population/www/socdemo/foreign.html
Immigration Statistics By State:
http://www.gcir.org/about_immigration/usmap.htm
Print Resources
Coming to America (Second Edition) : A History of Immigration and Ethnicity in American Life by Roger Daniels
More Recommended Resources" -
04 Aug 12
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25 Jul 12
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06 Jun 12
Diane Schupbachimmigration 3rd-5th social studies lessons
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17 May 12
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02 Apr 12
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15 Feb 12
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05 Feb 12
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To Leave or Not to Leave
Grade Level: 3-5
Subject: Social Studies; Reading & Language Arts; The ArtsWhat motivates someone to make the momentous decision to leave their country permanently and come to the United States?
Provide the students with resources such as Bound For America by Milton Meltzer or Immigrants by Martin W. Sandler.
Give them time to look over these materials, which will perhaps open the door to more learning and encourage further inquiry.
In this lesson, tell students to visualize living in another country and then ask them to discuss and share reasons as to why they would immigrate to America. (Reasons will most likely include jobs, harsh political rule, religious reasons, or education.) After sharing possible reasons, have them work in pairs and further research real stories of immigrants. Re-group again and let the pairs give a mini-presentation, incorporating drama and role-playing. Have them act out a situation they researched making sure they include the reasons as to why these people left their country. Allow them to create props using the information they gathered.
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28 Jan 12
Kim IbaraPBS site with examples of teaching on the theme of Immigration. Examples are elementary through high school.
pbs project based learning pbl ProjectBasedLearning immigration
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15 Nov 11
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11 Nov 11
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What motivates someone to make the momentous decision to leave their country permanently and come to the United States?
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discuss and share reasons as to why they would immigrate to America. (Reasons will most likely include jobs, harsh political rule, religious reasons, or education.)
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In this activity, students will understand that countries also need to plan for the arrival of immigrants and that there is more than one solution to any issue.
Using the the United States as an example, describe a couple scenarios that may happen if a country doesn't prepare itself to take in an increasing number of immigrants.
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Ask the students to think about some of the following challenges the country may face in welcoming newcomers to this country. Where are the immigrants going to live? What if the immigrants don't speak English, how will they learn and who will teach them? What can the government do to help new immigrants adjust to life here?
Aside from economic considerations, ask students how we can address the intolerance some people have toward newcomers to this country. Remind students that the United States is a nation of immigrants and the many contributions immigrants make.
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22 Apr 11
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01 Nov 09
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18 Feb 09
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05 May 08
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