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Hayley CunninghamWOK History- LAP 5

I. Content: Describe what it is you will teach. What is the content?

Students will further their study of immigration by looking at immigration patterns within

New York, and within Worcester during the early 1900s. After acknowledging that thousands of

immigrants came through Ellis Island, students will explore what happened to European

immigrants after they became America citizens. More specifically, students will look at

immigration settlement in tenements in New York and examine living conditions.

II. Learning Goals: Describe what specifically students will know and be able to do after the experience of this class. Students will further their empathy for the hardships immigrants faced (this is

something they have been and will continue building throughout the unit). Students will be able to define tenement. Students will understand what settling in America looked like (cultural

neighborhoods, living in tenements, and harsh living conditions) Students will be able to make connections between their home study and this unit of

study.

III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals.

Thus far in our unit, students have explored reasons Europeans immigrated, what the

journey coming to America entailed as well as understanding the inspection process at Ellis

Island and gaining American citizenship. The next step for students to understand the full

immigrant experience is exploring settlement after Ellis Island. This will give students context

into his or her family settlement and serve as another foundation into their understanding of their

own immigrant stories.

IV. Assessment: Describe how you and your students will know they have reached your learning goals.

Students will be assessed informally based off of their performance: their ability to stay

on task and their engagement with the lesson. Students will be formally assed with a drawing.

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They will be asked to draw the differences between their home and a tenement. I will know that

they have met my goals if they are able to empathize with the living conditions and are engaged

in the lesson.

V. Personalization: Describe how you will provide for individual student strengths and

needs. How will you and your lesson consider the needs of each student and scaffold learning?

How specifically will ELL Students and students with learning disabilities gain access and be

supported?

This lesson was designed to promote learning. My aim was to give the different types of

learners in my classroom the opportunity to capitalize on learning. For example, there’s the

analytic component for students who like working with numbers, the visual component of

exploring the photograph, and the kinesthetic component where students get recreate a tenement

room. Overall, my aim was to make learning as comprehensible and accessible as it could be.

Additionally, a variety of organizational structures will be implemented within this lesson

such as paired learning (turn and talks, working together to recreate a tenement), whole class

discussions, and individual work. Both students and teacher will have an active role within the

classroom. The main reason for this structure is because at different points in their learning

students will need different support; “teachers can provide more or less support for the whole

class or for specific groups or individuals as needed, while at other times, groups or individuals

can work independently” (Gibbons 155-56).

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VI. Activity description and agenda: a. Describe the activities that will help your students understand the content of your

class lesson by creating an agenda with time frames for your class.

Time Teacher Activity Student Activity

Materials Needed

1-10 Minutes Immigrant Data: Chart 1: Total Immigrants

by Decade1; ask what they notice about the graph; ask them specifically to look at 1900-1910; ask them what they notice about 1900-2009

Chart 2: Immigrants by Region2; ask students what they notice about the chart; ask them what country most immigrants emigrated from

Chart 3: Population of Worcester by Countries of Birth3; ask students anything interesting they see in the graph; prompt students to look at which countries had the most immigrants and how the population changed from 1870-1930.

Where did all these immigrants go after they left Ellis Island?

Analyze dataMake inferencesMonitor Understanding

Chart 1, 2, and 3

10-30 Minutes Show PowerPoint presentation:

Slide 1: You Made it to America!

Answer QuestionsAnalyze photographsEngage in

PowerPoint Slides

1 http://teacher.scholastic.com/activities/immigration/immigration%5Fdata/2 http://teacher.scholastic.com/activities/immigration/immigration%5Fdata/region.htm3 Worcester Sourcebook

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Ask: Why did I choose to put a picture of the Statue of Liberty?

Slide 2: Where to Live Ask: Why do you

think people would want to live together in the same neighborhood?

Slide 3: Finding a place to live

Vocabulary Word: Tenement (a rundown and often crowded apartment house. It is usually found in the poor sections of the neighborhood).

Ask: What do you notice about the houses in the picture; prompt students to look at how unstable the building looks

Slide 4: What was it like Ask students what

they notice; prompt them to look at how the room is a bedroom and kitchen

Who lived in tenements?

Show tenement floor plan

Slide 5: Analyze the photo by stepping into the picture; ask students to turn and talk with a partner about how they would feel.Slide 6: Life Could be Extremely Cramped.

Facilitate students to recreate the narrow apartment

Slide 7: Analyze the photo Ask: Where are people

activityAsk questionsMonitor Understanding

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sitting? Where is the furniture?

Slide 8: Sometimes people just needed a place to sleep!Slide 9: Can you count how many children are sleeping the picture?Slide 10: Do you have a backyard? What does yours look like?

30-40 Minutes Prompt students to draw a picture of how a tenement compares to your house.

Use what was presented in the lesson to draw a picture of how a tenement compares to their house.

PaperCrayons

b. What particular challenges, in terms of student learning or implementing planned activity, do you anticipate and how will you address them?

My biggest concern is students reading the chart data. I’m not sure if they have

experience with charts and graphs. If not, I’ll have to make adjustments in the moment as needed

if they are stumped. I will prompt them by asking questions about the graph and pointing to

certain spots so that they where I am looking.

Another concern I have is if students own homes look similar to those in the photographs,

cramped and crowded. If this upsets them, I’ll have to handle it in the moment based on context

and student’s vulnerability.

VII. List the Massachusetts Learning Standards this lesson addresses.

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: Major European immigrant groups who have come to America, locating their

countries of origin and where they tended to settle in large numbers

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VIII. Reflection a. In light of all areas of planning, but especially in terms of your stated purpose and

learning goals, in what ways was the activity successful? How do you know? In what ways was it not successful? How might the activity be planned differently another time?

Overall, my lesson went great! In the opening of the lesson, we explored immigration data

tables as a whole class. I gave a brief overview of what we were looking at in each graph/chart

and then asked the class to point our something that stood out to them. Some students were able

to do this. For example, in the Immigrations by Region graph, students were able to point out

that most immigrants came from Europe. In the Total Immigrants by Decade graph, students

were able to notice that there were two times that there were high number of immigrants. With

some prompting, I was able to get them to locate the date and make the connection that the most

immigrants came between 1900 and 1920 and that was the time period we had been studying. In

our last chart, Population of Worcester by Countries of Birth, students recognized some of the

countries that they were portraying in the simulation. They got really excited and it became a

competition to see whose represented county had the highest population in Worcester. Again,

with some prompting, students were able to recognize the highest immigration influx was after

1900. In the end, students got a reinforced sense that thousands of immigrants came to America

from Europe during the early 1900s.

When I posed the question, where do all these immigrants go when they settle after becoming

citizens, the class was dumbfounded. They had no idea. A couple students said to go find jobs

and better opportunities which showed me that they had taken something out of this unit- they

knew reasons why people emigrated from their countries to come to America! After posing the

question, I began the Power Point. My first question, why did I put the Statue of Liberty on the

first slide, was answered right away. One student said that the Statue of Liberty was the first

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thing immigrants’ saw coming to New York. Another student, one of my “high flyer” was able to

add on and say: “the Statue of Liberty means freedom. The immigrants have freedom in

America.” I was thoroughly impressed by this answer as I thought no one was listening to me the

day we talked about the Statue of Liberty 4 weeks ago.

The Power Point went great! My learning goals were met. Students understood that

immigrants of similar culture lived in the same neighborhoods. They were able to make

comparisons on their own by citing places such as Chinatown, which I thought was phenomenal.

They were also able to build on their knowledge of melting pot- this was something we discussed

during the first lesson but was never really discussed it again. We talked about this for about 5

minutes and students were beginning to understand that America is nation built on immigration.

Some understood, whereas some students have it as foundational knowledge for future students.

In this lesson, students were able to recreate a tenement space in the front of the classroom by

grouping up in a small space. This gave them the feel for the crowdedness the immigrants had in

their homes. Many students felt uncomfortable and sweaty and complained. It got a little rowdy

and we had to cut it short, but by doing this mini-simulation, students got to reinforce the

concepts the photographs were portraying. Students were in awe of the fact the one room was the

kitchen, living room and bedroom and that sometimes 8-10 people would live there. They were

disgusted by how dirty the apartment looked and were shocked that they had a hallway bathroom

that was shared by all the different residents of the tenement apartments. They were even more

shocked by the fact that there were no refrigerators and that an iceman or milkman came every

morning to deliver cold products.

In the final piece of their lesson, students did great with their drawings. Students seemed to

understand what a tenement was. As I was filtering through the room students, besides a few

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outliers, seemed to really enjoy drawing their homes. In the end, looking at Dashaun’s drawing

in sample 1, him as well as many others understood that a tenement was one room and that was a

drastic change from their multi-roomed homes. He even took some aspects from the

photographs, such as the stove, to include in his drawing. Diana, student sample 2, took a

different take on tenements. She drew the outside of her home and the outside of a tenement.

They were in awe of all the pictures. She recognized that a tenement had many little apartments

in a building whereas her house is colorful and only one family.

In the end, I think that if I were to do this lesson again, I would have students break into

groups and do a self-exploration of settling in America/tenements. I would hand out photographs

and adapted text for them to sift through and come up with information they deem important.

They would then need to make posters about tenements meeting certain criteria. They would

need to answer things such as what is a tenement, who lived in tenements, what did a tenement

look like, and so forth. Finally, I would add a gist statement piece to this lesson. I would ask

them to fill out a graphic organizer answering who, what, where, when, and why for tenements.

Appendix

Vocabulary Anchor Chart:

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Student Sample 1:

Student Sample 2:

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