Emilia Velazquez R&W/Social Studies Lesson

Social Studies Lesson:  Immigration

Guiding Question:

What is immigration?

Description:

This lesson serves as an introduction to reading non-fiction text relating to Social Studies. Students will read two passages on the subject of immigration entitled “La colonización europea de Norteamérica” from Steck-Vaughn’s GED Estudios Sociales and “Los mexicoamericanos” from La lengua que heredamos by Sarah Marqués.

During this lesson, students will learn about European exploration during the 15^th century and U.S. acquisition of Mexican territory during the Mexican-American War (1846-1848). Students will read individually and work in groups to identify main and supporting ideas. Students will complete the Vocabulary Word Map and Graphic Organizer for Quotes and Paraphrases worksheets. Students will also write a personal narrative in which they make a claim and use evidence from the two reading passages to support the claim. They will demonstrate proper use of new vocabulary in their writings.

Learning Objectives/Competencies:

Content

·       Learn about colonization and immigration

Literacy

·       Use context clues to understand new words (e.g., zarpó, tripulación, asentaron).

·       Locate and identify textual information in support of responses and claims.

·       Demonstrate comprehension of new terms in group discussions and written assignments.

·       Paraphrase information.

Materials:

·      Handouts (i.e., Vocabulary Word Map, Graphic Organizer for Quotes and Paraphrases) and instructions *

·      Steck-Vaughn’s  GED Estudios Sociales (1^st ed.). (2003). Austin, TX: Harcourt Achieve.

·      Marques, S. (2000). La lengua que heredamos. New York, NY: John Wiley & Sons, Inc.

Steps:

Brainstorming - 10 minutes

1.     Explain the importance of reading non-fiction text as it relates to history. Write the word “immigrant” on the board and ask students to write (a) the definition of immigrant,

(b) experiential  and contemporary views about immigrants, and (c) anything related that comes to mind using the “Vocabulary Word Map” handout.

Inmigrante 1.     Escriba una definición para la palabra inmigrante. 2.     ¿Cuáles son algunos puntos de vista personales y contemporáneos concerniente a inmigrantes? 3.     Aňada cualquier otro pensamiento  que le venga a la mente. 4.       5.

2.     Invite students to share their brainstorming ideas with the class. Make note of key words and topics on the board.

Small Group Work – 30 minutes

3.     Divide students into groups of threes, with some forethought about groupings.

4.     Distribute the Steck-Vaughn reading entitled, “La colonización europea de Norteamérica” (p. 36). Ask each group to read the passage and discuss relevant points to complete the “Graphic Organizer for Quotes and Paraphrases” handout. Each student should complete their own worksheet.

5.     Ask students to reflect on their work and answer the following questions, after each group member has completed their worksheet:

Reflección 1.     ¿Cómo escogíste tu declaración? 2.     ¿Cómo decidíste qué datos incluir como puntos de apoyo? 6.     ¿Qué te viene a la mente con respecto al tema de la inmigración?

 

Share Out – 15 minutes

6.      Invite students to share their work from the Small Group exercise and discuss the reflection questions.

7.     Bullet point answers on board.

Homework:

1.     Distribute Marquez’s passage entitled, “Los mexicoamericanos” (pp. 89-90). Instruct students to read the passage and write CP (Conección Personal [translation PC - Personal Connection]) next to those items that they can relate to from personal experience.

2.     Instruct students to revisit the in-class Steck-Vaughn reading and write CP next to those items that they can personally relate to.

3.     Encourage students to reflect on their CP notations and complete a graphic organizer form for the Marquez reading.

4.     Ask students to reflect on their work and answer the following questions:

Reflección 1.     ¿Cómo puedo desarollar el tema de inmigracion desde mi punto de vista personal? 2.     ¿Qué datos de los que hemos leído en estos dos pasajes apoyan o contrastan con mi pensar?

 

 Extension Exercise (next class session):

1.     Ask students to write a personal narrative in which they present a claim regarding immigration. Encourage them to use the two in-class readings to compare, contrast, and reflect on their personal experiences and support their claims. The writing should demonstrate appropriate use of new vocabulary words, where applicable.

Assessment:

1.     With this lesson, students will have an opportunity to complete in-class assignments with the support of their peers. The homework assignment will require that they repeat the process on their own in order to cement their understanding. The narrative essay will reinforce the learning and allow students to apply historical lessons to contemporary/personal contexts. The homework and personal narrative will be collected to assess student progress.

* Notes:

1.  The Vocabulary Word Map (English version) is from http://www.eslflow.com/Peterswordmap.pdf.

2.  The Graphic Organizer worksheet (English version) was posted by Mark Trushkowsky at

http://cunycci.pbworks.com/w/page/71116160/Example%20of%20Graphic%20Organiz