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Coming to America by Kathy Renfrew Topic: Immigration Subject(s): 5. Arts Language and Literature, 6. History and Social Sciences Grade level(s): Grade 5 and 6 Length: 6-8 weeks Classroom context: This unit was taught to a multiage grade5/6 class. The students were of many different learning styles and reading abilities. This class also included two recent immigrants to this country so we were able to discuss issues and ideas from their perspective. I created lessons and activities that utilized many different multiple intelligences. The written resources we used included picture books, novels, non-fiction text, and the Internet. Primary Resources Unit Description: This unit was designed to assist students in understanding the concept of movement and settlement. The unit specifically deals with immigration to the United States during the early 1900’s. in this unit students also look at their own family history and migration to this country. Vermont Framework of Standards: 6.1—Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies and they apply their findings to problems. This is evident when students examine specific events make general observations about human behavior and apply these observations in proposing solutions to a similar social problem. 6.4—Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations worldwide to understand the past, the present and the relationship between the two. 6.6—Students use historical methodology to make interpretations concerning history, change and continuity. 6.8—Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people and groups in various times in their local community in Vermont in the United States and in various locations world wide. This is evident : 1) when students recognize push/pull factors related to migration and settlement. Explain how physical and cultural factors relate to the location of settlements; (e.g. transportation systems communication networks government policy land use economic and social patterns. 2) Analyze and evaluate the causes and effects processes and patterns of human movements both chosen and forced in the community Vermont and the world (e.g. impact of transportation technology); 3) Describe the impact of voluntary and involuntary migration on physical and human systems (e.g. Irish potato famine ) Unit Goal: At the end of this unit students will be able to describe the reasons for immigration, the journey of the immigrant, what is was like to be an immigrant in a new land. They will reflect on what life was like for an immigrant child. They will have gained new understandings about their own family heritage. Key/Focusing questions: •Why do people leave their homelands? •Where did the immigrants first go? How did they enter this country? What were some of their experiences? •Where did your family come from and why did they come to this new country? •Why does understanding the past help us to understand the pattern of movement and settlement that is occurring today? Introductory Activity: Prior to the opening of Peacham Elementary School in August, 2003, the 5th & 6th graders were sent a postcard of the headwaters of the Connecticut River. This was an attempt to get them curious about their place as it connects to the Connecticut watershed. Written on the postcards was an invitation to think about their family origins and to bring an artifact of their family to be shared with the class. This was an introduction to the concept of Movement and Settlement and the reasons behind it. Lessons/ Activities: Activity Lesson 1: Family Artifact Activity Lesson 2: Pre test Activity Lesson 3: Coming to America Activity Lesson 4: Two Brothers Activity Lesson 5: Immigrant Kids Activity Lesson 6: Examining primary Documents/ Ship’s Manifest Activity Lesson 7: Reasons and Attitudes Activity Lesson 8: Bundle of Memories Poster Activity Lesson 9: Interactive Slide Lecture Activity Lesson 10: Interactive Notebook Assignment Activity Lesson 11: Read a book where immigration is the theme Activity Lesson 12: The More You Look, the More You See (Twentieth Century Artifacts) Activity Lesson 13: Diary of an Immigrant Activity Lesson 14: Post test Activity Lesson 1: Family Artifact Sharing Subject(s): 1. Communication 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Activity Type: Discussion Procedures for conducting the activity: Students were randomly chosen to share using popsicle sticks. Student Procedures: Students took turns sharing information about their artifact and answering questions about them. Products / Performances: A display of student artifacts Duration/length of the activity: 30 - 45 minutes Activity Lesson 2: Pre test Subject(s): 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Activity Type: Assessment Procedures for conducting the activity: Students individually took a pretest about immigration & Ellis Island from a book published by J. W. Walch Student Procedures: Students respond individually to questions about immigration and Ellis Island. Products / Performances: The results from the pretest Duration/length of the activity: 45 minutes or 1 hour Source or Copyright Information: Ellis island, JWWalch Activity Lesson 3: Coming to America Subject(s): 1. Communication, 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Activity Type: Instructional Student Procedures: 1.Students listen to the song "Coming to America" by Neil Diamond 2. Students read the lyrics to the song. 3. They sing along with the CD. 4. They illustrate a piece of the song that was meaningful for them. Products / Performances: Bulletin board of students' artwork using the lyrics from the song as captions. Duration/length of the activity: 45 Minutes Other Resources/Materials needed: Neil Diamond CD and words Activity Lesson 4: Two Brothers Subject(s): 5. Arts Language and Literature Grade level(s): Grade 4, Grade 5 Vermont Framework of Standards: *1.4 (STD - Communications Standards:Reading:Reading Range of Text) Students comprehend and respond to a range of media images and text (e.g. poetry narrative information technical) for a variety of purposes (e.g. reading for pleasure as well as reading to develop understanding and expertise). This is evident when students *1.13 (STD - Communications Standards:Listening Standards:Clarification and Restatement) Students listen actively and respond to communications. This is evident when students *. . 1.13.c. (STD - Communications Standards:Listening Standards:Clarification and Restatement) Respond through discussion writing and using art forms. Activity Type: Instructional Procedures for conducting the activity: Teacher reads aloud the picture book "Two Brothers" Teacher points out the Vermont connection Student Procedures: Students listen and discuss Duration/length of the activity: 30 Minute(s) Source or Copyright Information: Two Brothers by William Jaspersohn, Michael Donato. Based on the experiences of Heinrich and Friedrich Eurich, this is the dramatic story of two real brothers who came to America from Germany in the 1880s. Elder brother Heinrich decides to seek his fortune in America. Over the years, he adapts to his new country, learning its language and celebrating its holidays. Friedrich then sets out alone for America, not knowing where Heinrich, now "Henry," lives. Will the two brothers find each other? Will they ever reunite? Two Brothers is both a stirring celebration of America's immigrant heritage and a timeless piece of family folklore relevant to every American family today. Activity Lesson 5: Immigrant Kids Subject(s): 1. Communication, 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *1.4 (STD - Communications Standards:Reading:Reading Range of Text) Students comprehend and respond to a range of media images and text (e.g. poetry narrative information technical) for a variety of purposes (e.g. reading for pleasure as well as reading to develop understanding and expertise). This is evident when students *. . 1.4.c. (STD - Communications Standards:Reading:Reading Range of Text) Read primary and secondary sources; and *1.7 (STD - Communications Standards:Writing:Responses To Literature) In written responses to literature students show understanding of reading; connect what has been read to the broader world of ideas concepts and issues; and make judgments about the text. This is evident when students: *. . 1.7.a. (STD - Communications Standards:Writing:Responses To Literature) Connect plot/ideas/concepts to experience including other literature; *. . 1.7.b. (STD - Communications Standards:Writing:Responses To Literature) Go beyond retelling of plot by reflecting on what is read and making connections to broader ideas concepts and issues; and *. . 1.7.c. (STD - Communications Standards:Writing:Responses To Literature) Support judgments about what has been read by drawing from experience other literature and evidence from the text including direct quotations. *. . 1.7.d. (STD - Communications Standards:Writing:Responses To Literature) Clearly articulate a point of view or state a firm judgment about the piece to be discussed; Activity Type: 1. Instructional; 2. Assessment Student Procedures: 1. Students read the book Immigrant Kids by Russell Freedman. 2. Class discussions 3. Write a response to literature Products / Performances: Response to Literature –Rubric VT Writing Rubric for Response to Literature Duration/length of the activity: 2 Week(s) Source or Copyright Information: Immigrant Kids by Russell Freedman Activity Lesson 6: Examining Primary Documents: Ship's Manifest Subject(s): 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *6.2 (STD - History and Social Sciences Standards:Critical Evaluation:Uses of Evidence and Data) Students understand the varied uses of evidence and data and use both to make interpretations concerning public issues. This is evident when students *. . 6.2.d. (STD - History and Social Sciences Standards:Critical Evaluation:Uses of Evidence and Data) Find evidence to support claims; and *6.3 (STD - History and Social Sciences Standards:Critical Evaluation:Analyzing Knowledge) Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting. This is evident when students *. . 6.3.a. (STD - History and Social Sciences Standards:Critical Evaluation:Analyzing Knowledge) Differentiate among fact opinion and interpretation; and *6.6 (STD - History and Social Sciences Standards:History:Being A Historian) Students use historical methodology to make interpretations concerning history change and continuity. This is evident when students *. . 6.6.c. (STD - History and Social Sciences Standards:History:Being A Historian) Collect and use primary resources (e.g. letters diaries artifacts artwork documents) in building original historical interpretations; and Activity Type: Instructional Procedures for conducting the activity: Each student was given a copy of an immigrant ship's manifest. In groups they studied and learned as much information as possible about the people arriving in the United States on this ship. After studying the manifest, we discussed the push and pull factors that might have affected these people. We then created a class manifest from individual entries of the students. This manifest was then posted along with the original manifest. From the manifest, the students were able to learn that although many immigrants were unskilled, this particular ship had a doctor, engineer and a number of theatrical people. This ship brought Charlie Chaplin to America, Student Procedures: 1. Students were each given a a manifest to study. 2. In their groups they recorded information they learned that they felt was important. 3. Each group shared their observations and thoughts. This was recorded on chart paper. 4. Each group was asked to look at two of the people on the ship and be ready to explain how the push and pull factors might have affected those people. This information was then shared and discussed with the whole class. 5. Each student individually created an entry for the class manifest based on the manifest we studied. Categories of information included: name, age, occupation, ancestry and final destination. Products / Performances: 1. Discussion of push & pull factors. 2. A reproduction of the ship's manifest based on students in the classroom. Duration/length of the activity: 1.5 Hour(s) Source or Copyright Information: Immigration Documents, Jackdaws Publications Activity Lesson 7: Reasons and Attitudes Subject(s): 1. Communication, 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *6.5 (STD - History and Social Sciences Standards:History:Traditional and Social Histories) Students investigate both the traditional and the social histories of the people places and cultures under study including those of indigenous peoples. This is evident when students *. . 6.5.a. (STD - History and Social Sciences Standards:History:Traditional and Social Histories) Describe and interpret events through the perspectives of people (both famous and common) living in the time and place under study. *. . 6.5.b. (STD - History and Social Sciences Standards:History:Traditional and Social Histories) Demonstrate understanding of the relationships among powerful people important events and the lives of common people. *. . 6.5.c. (STD - History and Social Sciences Standards:History:Traditional and Social Histories) Identify and analyze the influence of various groups (e.g. racial ethnic gender religious and various socioeconomic classes) on major issues and events under study. *1.13 (STD - Communications Standards:Listening Standards:Clarification and Restatement) Students listen actively and respond to communications. This is evident when students *. . 1.13.c. (STD - Communications Standards:Listening Standards:Clarification and Restatement) Respond through discussion writing and using art forms. *1.15 (STD - Communications Standards:Expression Standards:Speaking) Students use verbal and nonverbal skills to express themselves effectively. This is evident when students *. . 1.15.a. (STD - Communications Standards:Expression Standards:Speaking) Share information; *. . 1.15.e. (STD - Communications Standards:Expression Standards:Speaking) Use language expressively and persuasively; and Activity Type: Instructional Procedures for conducting the activity: Students investigate the reasons why people immigrate, the attitudes people hold towards immigrants and the reasons for those attitudes. The first group of students which actually immigrate from one area of the classroom to another area. the second group of students will explain how they are affected by this immigration and how they feel about the immigrants. using maskign ape create a border on the floor of the classroom. Put half the class on each side of the border. one group of students then emigrates across the border to the other area. Interview each "immigrant" asking why he or she left his or her country. Then interview the other group of students asking them how they are affected by this immigration and what their attituteds are towards the immigrant. When the students are done ask each of them to record in their notebooks using drawings and words a summary of this activity. Finally have a class discussion about what the activity revealed about immigration. Student Procedures: The students are divided into two groups. Each group is on one side of the border. Students describe what they think the tape represents. (border) the students are told they are in two separate countries. The students are told that one of the two groups is going to cross that border into the other country. One group then crosses the tape. The group names the verb that describes this action (immigrate) and the noun that describes these people (immigrants) The immigrants think about their possible reasons for leaving their homes as well as how each feels now that they have arrived in their new home. The class names the noun that describes the people who did not immigrate (native) The natives think of at least one way that this immigration affects them. Students individually record in their notebook using illustrations and words a summary of this activity. Products / Performances: Vocabulary (immigrate, emigrate, native, border); Notebook summary Duration/length of the activity: 1 Hour(s) Source or Copyright Information: History Alive- Experiential Exercise- Activity 2.1 Activity Lesson 8: Bundles of Memories Poster Subject(s): 1. Communication, 2. Reasoning and Problem Solving Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *1.16 (STD - Communications Standards:Expression Standards:Artistic Dimensions) Students use a variety of forms such as dance music theater and visual arts to create projects that are appropriate in terms of the following dimensions: Skill Development Projects exhibit elements and techniques of the art form including expression that are appropriate to the intent of the product or performance. Reflection and Critique Students improve upon products and performances through self-reflection and outside critique using detailed comments that employ the technical vocabulary of the art form. Making Connections Students relate various types of arts knowledge and skills within and across the disciplines. Approach to Work Students safely approach their media solve technical problems as they arise creatively generate ideas and cooperate with ensemble members where applicable. *2.11 (STD - Reasoning and Problem Solving Standards:Abstract and Creative Thinking:Elaboration) Students represent their ideas and/or the ideas of others in detailed form. *3.7 (STD - Personal Development Standards:Making Decisions:Informed Decisions) Students make informed decisions. This is evident when students: *. . 3.7.a. (STD - Personal Development Standards:Making Decisions:Informed Decisions) Seek information and base decisions on evidence from reliable sources including prior experience trying things out peers adults and print and non-print resources; and *. . 3.7.b. (STD - Personal Development Standards:Making Decisions:Informed Decisions) Evaluate the consequences of decisions. *. . 3.7.c. (STD - Personal Development Standards:Making Decisions:Informed Decisions) Describe and explain their decisions based on evidence; Procedures for conducting the activity: At this point in the unit students have a beginning understanding of the immigrant's plight, their hopes, and their journey to their new land. Students will demonstrate their knowledge by creating a poster to illustrate the treasures they will bring with them from home to their new country Student Procedures: Passengers brought little with them since they were charged for every bundle and parcel. They had to make difficult decisions about what to take and what to bring. You will create a poster illustrating the treasures you will take with you to your new land. Your poster needs to include something from each of the following categories: 1. Something to remind you of your culture/homeland 2. Something to remind you of the family and friends you have left behind 3. Something to entertain you on the voyage 4. Something that will be useful to you in America 5. Clothes 6. A favorite recipe The poster must have : 1. one item in each of these categories 2. a picture/ drawing/illustration (in color) of each of the items you take 3. for each illustration there must be a brief written description of the item and an explanation of what it means to you and why you are taking it. Size of poster: 18 * 24 Your poster must be neatly and clearly labeled Your poster must have a Title Your poster must include your name and country of origin Products / Performances: Poster Duration/length of the activity: 2 Week(s) Source or Copyright Information: Coming to America Unit- Paula Bellerose and Mary Goodale Activity Lesson 9: Interactive Slide Lecture Subject(s): 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *5.14 (STD - Arts Language and Literature Standards:Literature and Media:Responding To Media) Students interpret and evaluate a variety of types of media including audio graphic images film television video and on-line resources. This is evident when students: *. . 5.14.g. (STD - Arts Language and Literature Standards:Literature and Media:Responding To Media) Evaluate the intents and effects of media messages. *5.28 (STD - Arts Language and Literature Standards:Elements Forms and TechniquesinTheArts:Artistic Proficiency) Students use art forms to communicate showing the ability to define and solve artistic problems with insight reason and technical proficiency. This is evident when students:. *. . 5.28.a. (STD - Arts Language and Literature Standards:Elements Forms and TechniquesinTheArts:Artistic Proficiency) Use dance music theater and visual arts to communicate. *6.1 (STD - History and Social Sciences Standards:Critical Evaluation:Causes and Effects in Human Societies) Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies and they apply their findings to problems. This is evident when students *. . 6.1.a. (STD - History and Social Sciences Standards:Critical Evaluation:Causes and Effects in Human Societies) Identify multiple causes and effects of events under study; and *. . 6.1.b. (STD - History and Social Sciences Standards:Critical Evaluation:Causes and Effects in Human Societies) Examine how people in specific circumstances behave in order to predict human behavior in similar situations. *. . 6.1.c. (STD - History and Social Sciences Standards:Critical Evaluation:Causes and Effects in Human Societies) Examine specific events make general observations about human behavior and apply these observations in proposing solutions to a similar social problem. *6.6 (STD - History and Social Sciences Standards:History:Being A Historian) Students use historical methodology to make interpretations concerning history change and continuity. This is evident when students *. . 6.6.c. (STD - History and Social Sciences Standards:History:Being A Historian) Collect and use primary resources (e.g. letters diaries artifacts artwork documents) in building original historical interpretations; and Activity Type: Instructional Procedures for conducting the activity: In this activity students explore the causes of immigration, the circumstances under which immigrants came to this country and the immigrants' living and working conditions. They will do this by viewing and interacting with a series of ten slides. Each slide is introduced and a series of questions is asked for the slide. For some slides volunteers are asked to step into the slide and act out a scenario from it. As each slide is being discussed, the teacher is taking notes on an overhead transparency. Students are encouraged to take their own concise notes. Student Procedures: 1. Students write a paragraph responding to the following prompt: What do you think brought your ancestors to this country, and how do you think they got here? 2. Students view and discuss each slide. 3. Students enter the slides and role play some of the situations 4. Students take notes in their notebooks. (see interactive notebook information in the next lesson) Products / Performances: Written paragraph; Class discussion; Role plays; Notebook work Duration/length of the activity: 2 Day(s) Source or Copyright Information: History Alive—Immigration-The Changing Face of America –Activity 2.2 Activity Lesson 10: Interactive Notebook Subject(s): 1. Communication, 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *1.17 (STD - Communications Standards:Expression Standards:Notation and Representation) Students interpret and communicate using mathematical scientific and technological notation and representation. This is evident when students *. . 1.17.a. (STD - Communications Standards:Expression Standards:Notation and Representation) Express ideas in a variety of ways (e.g. words numbers symbols/notation charts tables diagrams models); *1.20 (STD - Communications Standards:Information Technology:Communication of Data) Students use graphs charts and other visual presentations to communicate data accurately and appropriately. *2.7 (STD - Reasoning and Problem Solving Standards:Approach:Information) Students respond to new information by reflecting on experience and reconsidering their opinions and sources of information. *2.11 (STD - Reasoning and Problem Solving Standards:Abstract and Creative Thinking:Elaboration) Students represent their ideas and/or the ideas of others in detailed form. Activity Type: Assessment; Instructional Procedures for conducting the activity: Interactive Notebook Set Up First, organization: Students use one 70-100 page spiral bound notebook per quarter. All of their social studies classwork and homework is completed in this notebook. (A vinyl cover is great for durability, but even a cheapie notebook will last for the quarter) The notebook is set up with a left hand/right hand orientation. The right hand side is the "teacher side" - notes, charts, handouts, etc. The left hand side is the student side where they interpret/practice the teacher input. In other words, the left hand side is the student generated classwork and homework. Some typical left hand assignments for my social studies class: Mindmaps Concept Webs Maps Venn Diagrams Biopoems Journal Prompts Genre Reformulation Drawings/Charts Sensory Figures Student Procedures: Example 1-Right Side of Notebook 1. On the right side of their notebooks students create an annotated map to describe the journey immigrants made from Europe and Asia to settle in the USA. 2. Students draw a simple map with these features: China, Philippines, Japan, the Pacific Ocean, Europe, etc 3. As each slide is viewed and discussed, students annotate appropriate portions of the map. Example 2-Left Side of Notebook 1. Students draw a caricature of an European immigrant at the turn of the century. 2. Label the immigrant's clothes, possessions, and body parts to show what a typical immigrant might have felt or been prepared for upon arrival to America Products / Performances: Notebook Duration/length of the activity: 45 Minute(s) Source or Copyright Information: History Alive- Activity 2.2 Other Resources/Materials needed: Some tips on getting started and some things that were just neat, that I learned the hard way. 1. It is important to take the time to number the pages in class. That way everyone is on the same page # or at least in the same range of page #'s. It's only once a quarter and it does help tremendously. 2. Use them everyday, and store them over the weekends. The consistency helps build those organizational skills. 3. The beginning of the notebook had all of my policies glued in as well as my grading rubric. Then a table of contents, followed by all the vocabulary for the unit, followed by quizzes stapled into the notebook. It was a great tool for reviewing for the unit test. 4. When you are introducing the notebook, have the students label where the notes should go and where the homework should go. I have my students write the title of their homework on the page where I want it before I dismiss. The left side/right side is confusing for awhile (at least for my sixth graders). *1.4 (STD - Communications Standards:Reading:Reading Range of Text) Students comprehend and respond to a range of media images and text (e.g. poetry narrative information technical) for a variety of purposes (e.g. reading for pleasure as well as reading to develop understanding and expertise). This is evident when students *. . 1.4.c. (STD - Communications Standards:Reading:Reading Range of Text) Read primary and secondary sources; and *1.7 (STD - Communications Standards:Writing:Responses To Literature) In written responses to literature students show understanding of reading; connect what has been read to the broader world of ideas concepts and issues; and make judgments about the text. This is evident when students: *. . 1.7.b. (STD - Communications Standards:Writing:Responses To Literature) Go beyond retelling of plot by reflecting on what is read and making connections to broader ideas concepts and issues; Procedures for conducting the activity: Students will choose and read a book with immigration as a theme. They will write a response to literature. They will participate in history-lit circles to share their books with others. Student Procedures: 1. Students read a book of choice with immigration as a theme. (1 week) 2. Students write a response to literature.(1 week) 3. Participate in history-lit circles (1 week) Products / Performances: Response to literature Duration/length of the activity: 3 Week(s) Activity Lesson 12: The More You Look, the More You See Subject(s): 6. History and Social Sciences Grade level(s): Grade 5, Grade 6 Vermont Framework of Standards: *6.6 (STD - History and Social Sciences Standards:History:Being A Historian) Students use historical methodology to make interpretations concerning history change and continuity. This is evident when students *. . 6.6.a. (STD - History and Social Sciences Standards:History:Being A Historian) Classify objects from "long ago" and today; and *. . 6.6.b. (STD - History and Social Sciences Standards:History:Being A Historian) Explain what this classification shows us about change over time. *. . 6.6.c. (STD - History and Social Sciences Standards:History:Being A Historian) Collect and use primary resources (e.g. letters diaries artifacts artwork documents) in building original historical interpretations; and Activity Type: Instructional Procedures for conducting the activity: The first series of exercises, using primary source photographs of young children of diverse backgrounds, are designed to teach and practice the skills of observation and deduction to build student understanding of 1900-1923, the "first generation" of the 20th century. From the initial stimulus, a digitized photograph taken during the period, students develop a richly realized "persona" from the same geographic region and ethnic background as the child pictured. Much as an historian fits a particular artifact into an assemblage of evidence for the purpose of constructing a model of the past, students identify, place, and interpret these images as part of their scrapbooks of an imagined child born in 1900. Objectives To put students in the role of historians and develop strategies for applying methods in historical inquiry: •develop visual literacy skills (observation, deduction) to understand artifacts •use the primary record, including digital libraries, to formulate historical questions for further research photographs sequence. Student Procedures: Procedure Focus Activity: To model objective photo analysis, use the photograph cataloged as "Joseph Burkholder family moving to their new house : leaving the sod house," from The Northern Great Plains, 1880-1920: Photographs from the Fred Hultstrand and F.A. Pazandak Photograph Collections, part of American Memory. Limit your description of this digital artifact to what can be learned from the image itself, observing what is in the photograph without interpretation (feelings, beliefs, predictions, prior knowledge). Activity One - Elements of a Photograph PRIMARY UNIT RESOURCES 1.Title: Immigration :1870-1930 Resource Type: Primary Source Grade level(s): Grade 5, Grade 6, Grade 7, Grade 8, Grade 9 Description: A set of 12 primary sources from this time period including a ship's manifest Contact information: A Jackdaw Portfolio by Christine Scriabine Golden Owl Publishing 2. Title: Immigrant Kids Category: History and Social Sciences Resource Type: Book Grade level(s): Grade 5, Grade 6 Description: A non -fiction account of life of an immigrant child by Russell Freedman Copyright or source information: Scholastic Inc ISBN-0-590-46565 Editors: Kathy Renfrew 3. Title: Coming to America Resource Type: Juried Unit Grade level(s): Grade 8 Description: An integrated social studies and language arts unit written for 8th graders at Middlebury Union School Contact information: Paula Bellerose Mary Goodale Middlebury Union Middle School Middlebury VT 05753 4. Title: Immigration- the Changing Face of America Category: History and Social Sciences Resource Type: Program Grade level(s): Grade 5, Grade 6, Grade 7, Grade 8 Description: An interactive group of standards-based lessons including interactive slide lecture, interactive notebooks, etc. Web URL: http://www.historyalive.com Contact information: History Alive—Teachers' Curriculum Institute 1-800-497-6138
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