This unit’s essential Question is “How has the experience of immigrants entering the country changed over time?” This unit very clearly separates into two content areas, the past and the present. In the final presentation and discussion students brought both areas of knowledge together to recognize how the immigration process has changed over time. Acknowledging this transformation helped the students recognize how immigration policy has in some ways made positive advancements, while also still possessing faults.
Past
Past immigration is important for the students to understand how major culture development occurred in our country in the past century. This understanding of the past also gives the students a frame of reference to view the present and other similar happening in present day.
Present
Present day immigration impacts all of my students in one way or another. For some of my students they have immigrant relatives who will share their experience through an interview. This information will not only teach my students about the country in which they live, but will also teach them about their personal history. For students who do not have relatives who are immigrants, learning about present day immigration will be valuable because it is a topic which is impactful to many and equally complicated. By providing my students with a base understanding of policy today, legalistically and touching upon the social justice aspect, I will be preparing my students to be informed and active community members.
How does this unit enable students to experience the power of their minds and their capacities as learners and doers (powerful learning)?
During the first half of this unit ( Ellis Island portion) I will enable my students to experience the power of their minds by asking them to infer the feelings of immigrants, make educated guesses as to what happened in specific and often complicated situations, record their inquiry (questions board and notice and wonder), and experience a simulation which will engulf them in the tasks and emotions which mirror actually proceeding through the immigration process on Ellis Island.
During the second half of this unit I enabled the power of my students minds by, connecting their learning to their present day reality, allowing them to conduct their own research, and asking them to create a Clips presentation to share what they have learned and the added development of their thoughts.
How does this unit develop intellectual and academic habits of mind, work, and discourse, including habits of independent or collaborative thinking and doing typical of readers, writers, speakers, creators, researchers and thinkers in the discipline?
My students will really develop themselves as historians by forming a well rounded view of immigration, complete research, and present their work in a synthesized format. By taking the time to learn about the past before learning about the present the student will obtain a solid foundation to form their perspective on immigration today and its growth over time. The need for comparing and contrasting will require the students to infer and make connection just like historians must do when they do not have all the pieces of information on a topic.
Just as historians look at the people within a historical event, my students will be asked to look at each step of the immigration process both in the present and in the past through an empathetic, people focused lense. At times we will look at the subject through a legalistic lens, but each time this lens is used we will also pause to use our empathetic lens. Historians know that people cause history and therefore they are critical to involve in the events they are studying, this is something I will convey to my students and allow them to explore as student historians.
Students will complete research through books, video, audio clips, articles, testimonials, and by conducting their own interview. In order to conduct their interviews they will need to find an interviewee, create a list of focused questions, complete the interview (including taking notes during the interview), and finally synthesizing the information. Students will then present their findings from both their interviews and all of their other research resources in a Clips presentation. This is similar to how historians publish their findings on a research topic.
How does this unit incorporate literacy development, including capabilities of proficient readers, writers, and speakers?
One huge way my students will develop as reader, writers, and speakers is through introduction and application of content specific vocabulary. During each lessons students will be introduced to new vocabulary. In some cases we will make observations of its usage and attempt to deduce what the word means, in other situations I will simply inform the students as to what the word means and in what context it should be used.
Specifically, in order to develop the students as speakers I will often use the “I say, you say” technique. Following this the students will be expected to use such vocabulary to clarify and communicate their thinking. The students final assessment will also require a large amount of speaking, while creating their Clips (explaining the relevancy of each picture) and during the final share out. Students will also engage in a large amount of group work, this will require students to communicate clearly and make decisive arguments.
My students will develop as readers when they are asked to read a variety of different types of literature. For example they will be asked to read an MCAS article, read information presented in a slides format, follow written instructions, and read testimonial responses.
My students will develop as writers through multiple letter writing assignments, opportunities to practice note taking, recording self inquiry and inferencing, and the requirement to synthesize their learning in a short written assignment. None of the students writing assignments will be long, but they will be required in a variety of formats and frequently.
How does this unit develop trust in the classroom as a learning community?
My students will work on growing as a trusted learning community through a variety of aspects of group work, class discussion, sharing their work and partner work. During the first portion of this unit students will take part in a large amount of group discussions. During these discussions students will be asked to listen respectfully (slanting heir bodies and listening to the speaker) and actively respond to each others comments respectfully (whether they agree or disagree). In order to encourage full class participation we will use name popsicle sticks and will encourage quiet students to join the conversation. This will foster trust amongst the students, but also open a space for bravery.
Students will be required to work in family groups during the Ellis Island simulation. The stations they will be asked to complete will invoke complicated responses and require decision making in a historical context. My students do well in group overall, therefore asking them to complete this task not only in groups but in families will encourage a new dynamic of trust.
The students will be asked to work in partners to support each other in making individual Clips presentations which some will share at the very end. Sharing (optional) at the end of this unit will be nerve racking for some of my students, but the students will be reminded that they must be respectful and supportive audience members and any student who can not follow such expectations will be asked to step out of the room and we will have a discussion. For students who may be apprehensive to share, but in the end do share, I believe this will be a wonderful chance for personal and class growth.