United States History

Immigration / Westward Expansion Unit

Purpose: To understand the experience of being an immigrant to the United States. To appreciate the many different cultures that have made contributions to American society. To explore the growth of this nation both on the western frontier and in urban centers.

Goals: At the end of this unit students will be able to:

    1. identify the new sources of large scale immigration and the contributions of immigrants to the buildings of cities and the economy.
    2. evaluate if the "American Dream" should still be offered to non-Americans today.
    3. trace Americaís conflict between celebrating cultural diversity and assimilation and nativism.
    4. compare Native American and European concepts of land ownership
    5. explain the impact of westward expansion on the native people.

Skills: At the end of this unit students will be able to:

    1. analyze a graph.
    2. analyze a (photograph / slide)
    3. create their own family tree.

Assessment: Homework Assignments (15 points)

Class Participation: including daily warm-ups, student response sheet, movie questions, etc. (30 points)

Cultural Food Assignment (10 points)
Immigrant Scrapbook (50 points)
Family Tree Assignment (40 points)

Unit Test (100 points)

Homework:

Due on Wednesday November 6, 2002

Read Chapter 5 Section 2 Answer the following questions: (5 points)

1.Summarize the causes and effects of the Indian Wars of the late 1800ís.

2. Explain how Indian cultures were weakened by wars and government reforms?

3. Describe the division and settlement of Indian Territory.

 

Due on Thursday November 7, 2002

Read Chapter 6 Sect 2 Answer the following questions: (5 points)

1. Describe the experiences of the immigrants in the late 1800ís and 1900ís.

2. Compare immigration from Europe, Asia, and Mexico.

3. What attitudes did natives display towards immigrants?

 

Due on Wednesday November 13, 2002

Read Chapter 26 Answer the following questions: (5 points)

1. Describe Americaís legacy of backlash against immigration.

2. How have immigration laws changed over time?

3.Compare the arguments for and against immigration.

4.What is your opinion on Bilingual education (Proposition 227)?

Immigrant Scrapbook Assignment 50 points

Background: You and your family have moved to the foreign land of America and will create a scrapbook about the experiences as an immigrant in the late 1800ís and early 1900ís.

Family: Your family will consist of predetermined student members in your group (4-5 member per family). Your family will be assigned to research an ethnic group. (For example: Irish, Chinese, Japanese, Germans, Italians, Scandinavians, Jewish, Mexicans) You will each take on an identity to create your fictitious family (i.e. mom, dad, son, daughter, cousin)

Tasks:

Part 1 Research Each family will research the following information:

A) Reasons why your family came to the United States. What was your journey like? What happened when you arrived at Ellis or Angel Island?

B) Where did you live? Describe your neighborhood and the your living area.

C) What was school like? Describe your educational experience.

D) What kinds of jobs did your family get? Describe your employment situation.

Part 2 Personal Stories Each family member will introduce themselves:

Each family member will introduce themselves through a short story about their daily life and their relationship to the other family members.

Part 3 Scrapbook Items Family members will pick out items to include in scrapbook

Your family will put together the scrapbook with items that represent their culture, values and family history. Items may include but are not limited to pictures, post cards, letters, drawings, journal entries, artifacts (ticket stub from Ellis Island), recipes, school assignments, games, homework assignments, family traditions etc.

Part 4 Descriptions of Scrapbook Items Family members will provide description of scrapbook items. For each item included in your scrapbook you must write a paragraph about the significance of that item and why you chose to include it in your scrapbook.

Part 5 Credit Section Family members will create a bibliography citing all sources used in the creation of their scrapbook. You must use at least 3 different sources for the project.


Resources
: Student will have time to conduct research in the Davis Senior High Library as well as time in the computer lab to research information. Internet websites located at http://mjoyce7.tripod.com under history link page will assist with the project.

Assessment: The following rubric will be used for grading the immigrant scrapbook:

10= excellent 8=very good 6=average 4=needs improvement 2= poor 0=missing

1. Students make good use of class time in the library, computer lab to conduct research and complete task on time. (Part 1)

2. Scrapbook includes introduction of all family members through personal stories that demonstrate understanding of the daily life of the immigrant family. (Part 2)

3. Scrapbook includes items that demonstrate knowledge of the experiences of immigrant family. (Part 3)

4. Scrapbook includes a paragraph introduction of each item included in scrapbook as well as the reasons why it was included. (Part 4)

5. Scrapbook included an accurate bibliography that included at least 3 different sources.

Cultural Food Assignment due on Friday November 22, 2002 (10 points):

Prepare or purchase a small food dish, beverage (Non-alcoholic), or dessert from your cultural background. (Examples include German strudel, Irish Corn Beef and Cabbage, Mexican Carne Asada) Be prepared to share information about your dish with the class. You will be required to sign up ahead of time what item you will bring.

Family Tree Assignment (40 points)

In an effort to make history more personal and since this unit covers immigration you are to trace your familyís heritage. The assignment should be 2 pages or can be presented on posterboard. In your report you are to include:

Part 1 Family Tree

A family tree (tracing back as far as you can go) A sample will be provided in class.

Part 2 Background information on your family

The meaning of your familyís name and country of origin. Was your family name changed when your relatives arrived in America? Information about when your family immigrated to the United States. (i.e. 2nd, 3rd,4th, 5th generation etc.)

 

Part 3 Personal Reflection

Any interesting information you discovered about your familyís history when doing the assignment.

Resources: Your family may have written records and family albums or you may find that there is no written history just oral history. Ask your parents, grandparents, relatives, family friends, whoever might know about the family history. If there is no written family history you may consider putting one together. Books and CD-ROM program will be made available in class. If you have any questions or need clarification ask. Websites relating to immigration can also be found at mjoyce7.tripod.com under the history links section.

Assessment: The following rubric will be used for grading family tree.

10= excellent 8=very good 6=average 4=needs improvement 2= poor 0=missing

  1. Family tree accurately portrays your family history in a clear manner. (Part 1)
  2. Family tree is neat, clean and has accurate spelling. Drawings are school appropriate. (Part 1)
  3. Family tree includes section on background information on your family history. (Part 2)
  4. Family tree includes your personal reflection on the process of researching your family history and anything interested you learned while completing the project.

Family Tree Assignment Due: Tuesday November 26, 2002

Unit Test / Notebook collection Due: Tuesday November 26, 2002