Culture through the Asia:

Asian Immigration to the United States

Unit Overview:

This integrated Social Studies and technology unit will focus on Asian immigration to the United States, web research, and the production of Powerpoint presentations. Each lesson in this unit will meet Connecticut framework standards in both Social Studies and Technology categories. This unit will include lecture, independent study, cooperative teamwork, and technological application. This unit will utilize timelines and web resources to trace Asian immigration to the United States. The lessons also examine the effects this immigration had on both Asians and US citizens. The culminating activity will involve the showcase of student generated Powerpoint presentations.

Connecticut Framework Standards Addressed in this Unit:

Social Studies Standards-

1) Historical Thinking

Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

2) Local, United States and World History

Students will use historical thinking skills to develop understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

8) International Relations

Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well being of their community, state and nation.

Technology Standards-

3) Career Awareness

Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.

7) Communications Systems

Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.

8) Production Systems

Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.

Click on one of the lessons below to view it:

Lesson 1- Introduction

Lesson 2- 1830-1877/Research

Lesson 3- 1879-1898/Research

Lesson 4- 1902-1924/Powerpoint

Lesson 5- 1943-1989/Powerpoint

Lesson 6- Data Collection

Lesson 7- Powerpoint project

Lesson 8- Powerpoint Showcase

 

Lesson 1- Introduction to Asian Immigration History and Geography

Lesson time: 50-60 minutes

Student Objectives-

  1. Students will demonstrate basic geographical knowledge of locations in the US and Asia that pertain to immigration.

2. Students will develop vocabulary pertinent to Asian immigration.

3. Students will discuss possible purpose and impact of immigration.

Procedure:

  1. Students will write a journal entry to the following prompt: What are some reasons that people would leave their country to go to a new one?
  2. Students will share journal entries aloud to the class. The teacher will write these thoughts on the board for later use. Teacher will use student responses to help develop knowledge of following vocabulary words: immigration, continents, discrimination, freedom, and persecution.
  3. Divide the class into groups of three. Students will discuss, within their groups, purposes and impact of Asian immigration to the US.
  4. Whole class discussion: Share ideas generated in-group and create class web on board.
  5. Students will be given a desk size world map, and will locate and label the following location: US- 5 regions, Asia- China, Japan, Korea, Vietnam, Mongolia.

Assessments:

  1. Students’ journal entry on prompt reviewed by teacher.

2. Maps checked for knowledge of Asian and US locations.

3. Teacher observation of discussions.

BACK TO LESSON GRID

 

Lesson 2- Asian Immigration-1830-1837/ Introduction to Research

Lesson time: 50-60 minutes

Student Objectives-

1. Students will utilize a timeline on Asian Immigration to the United States to identify important events in immigration history from 1830-1837.

2. Students will explore web sites to research data.

Procedure:

1. Display the timeline on slide 3 of the Powerpoint presentation titled "Culture through the Asia: Asian Immigration to the United States" using an LCD projector and overhead screen.

2. The teacher will lead a discussion of the events on the timeline, as it relates to immigration and impact.

3. Students will write a journal entry: How do you feel immigrants were initially treated in the USA?

4. The teacher will model the use of a link by clicking on a link from slide 4 and discussing the data available for use in research.

5. Students will randomly explore resources on slide 4 by clicking links and browsing pages.

6. Students will navigate to the web site posted on the board: http://www.answers.com/topic/transcontinental-railroad, and list headings and subheadings on the topic.

Assessments:

1. Students’ journal entry on prompt reviewed by teacher.

2. Lists of headings and subheadings on transcontinental railroad collected by teacher.

3. Teacher observation of web use on computer by students.

BACK TO LESSON GRID

Lesson 3- Asian Immigration-1879-1898/ Research Engines

Lesson time: 50-60 minutes

Student Objectives-

1. Students will utilize a timeline on Asian Immigration to the United States to identify important events in immigration history from 1879-1898.

2. Students will find and explore web sites to research data using Google.com and links.

Procedure:

1. Display the timeline on slide 5 of the Powerpoint presentation titled "Culture through the Asia: Asian Immigration to the United States" using an LCD projector and overhead screen.

2. The teacher will lead a discussion of the events on the timeline, as it relates to immigration and impact.

3. Students will write a journal entry: Is it right for the US to not allow people from other countries to enter when they choose to?

4. The teacher will model the use of Google, by using a search word to find information on a topic.

5. Students will randomly explore resources using Google as a search engine.

6. Students will gather data from the Internet on a narrow topic: types of dogs. They will then write a paragraph about any dog researched.

Assessments:

1. Students’ journal entry on prompt reviewed by teacher.

2. Paragraph summarizing web research collected and reviewed by teacher.

3. Teacher observation of web use on computer by students.

BACK TO LESSON GRID

 

Lesson 4- Asian Immigration-1902-1924/ Powerpoint Review

Lesson time: 50-60 minutes

Student Objectives-

1. Students will utilize a timeline on Asian Immigration to the United States to identify important events in immigration history from 1902-1924.

2. Students will review Powerpoint features and practice making a slide.

Procedure:

1. Display the timeline on slide 7 of the Powerpoint presentation titled "Culture through the Asia: Asian Immigration to the United States" using an LCD projector and overhead screen.

2. The teacher will lead a discussion of the events on the timeline, as it relates to immigration and impact.

3. Students will write a journal entry: Choose a law passed between 1902-1924. How did this law affect the Asian immigrants?

4. The teacher will review the use of Powerpoint features, including background colors, text boxes, word art, and clip art, by modeling.

5. Students will complete one previously modeled task at a time, directed by teacher.

Assessments:

1. Students’ journal entry on prompt reviewed by teacher.

2. Teacher observation of student use of Powerpoint features.

BACK TO LESSON GRID

 

Lesson 5- Asian Immigration-1943-1989/ Powerpoint Slide Production

Lesson time: 50-60 minutes

Student Objectives-

1. Students will utilize a timeline on Asian Immigration to the United States to identify important events in immigration history from 1943-1989.

2. Students will create a Powerpoint slide.

Procedure:

1. Display the timeline on slide 9 of the Powerpoint presentation titled "Culture through the Asia: Asian Immigration to the United States" using an LCD projector and overhead screen.

2. The teacher will lead a discussion of the events on the timeline, as it relates to immigration and impact.

3. Students will write a journal entry: What do you think were the best and worst things that happened to Asian immigrants since they first started arriving here?

4. The teacher will review the use of Powerpoint features, including background colors, text boxes, word art, and clip art.

5. Students will complete one Powerpoint slide about themselves. This slide must include background color, word art, a text box, and a graphic. For more advanced students, they could animate their slide.

Assessments:

1. Students’ journal entry on prompt reviewed by teacher.

2. Teacher observation of student use of Powerpoint features.

3. Assessment of students' Powerpoint slide.

BACK TO LESSON GRID

 

Lesson 6- Research and note taking

Lesson time: 2 Days- 50-60 minutes per day

Student Objectives-

1. Students will research and collect data from the Internet for a specific event, from the timeline, in Asian Immigration history.

2. Students will demonstrate note-taking skills by recording event details on index cards.

Procedure:

1. Teacher will review previously taught researching skills that use search engines and Internet links.

2. Teacher will model the technique of using index cards to record data on a specific topic. Each index card should include the web address of the site they found information, their topic name, their initials, and one fact per card.

3. Teacher will select pairings for group project.

4. The student groups will each use the Powerpoint presentation to select one event from the timeline on Asian Immigration history.

5. Students will work with their partners to gather data on their topic from the Internet and record facts on index cards.

6. The teacher will monitor and give assistance as needed.

Assessments:

1. Teacher observation of student use of the Internet to collect data.

2. Assessment of student generated index cards containing their data.

BACK TO LESSON GRID

 

Lesson 7- Production of Powerpoint presentation

Lesson time: 2 Days- 50-60 minutes per day

Student Objectives-

1. Students will use collected data from the Internet for Powerpoint presentation.

2. Students will develop a Powerpoint presentation about a major event in Asian immigration history.

Procedure:

1. Teacher will review previously taught Powerpoint features and slide development.

2. Teacher will model the technique of classifying and sorting index cards by their contents.

3. Teacher will model the technique of using Powerpoint features to develop a slide.

4. The student groups will each sort their index cards into selected classifications.

5. Students will work with their partners to use data to create a Powerpoint presentation on their selected Asian immigration event. The presentation must include at least 6 slides that utilize previously taught features.

Assessments:

1. Teacher observation of student use of Powerpoint.

2. Assessment of completed Powerpoint presentation.

BACK TO LESSON GRID

 

Lesson 8- Showcase of student Powerpoint presentations- Culminating Assessment

Lesson time: 50-60 minutes (more time may be necessary)

Student Objectives-

1. Students will present Powerpoint presentation.

2. Students will demonstrate public presentation skills.

Procedure:

1. Teacher will model presentation techniques by presenting a sample Powerpoint.

2. Students will use LCD projector and computer to present their Powerpoint presentations to the class.

3. Class will discuss each presentation after each group finishes presenting.

Assessments:

1. Teacher observation of student use of Powerpoint to present a topic.

2. Assessment of completed Powerpoint public presentation to the class.

BACK TO LESSON GRID

 

Web Resources for Information on events in Asian immigration-

http://www.historichwy49.com/ethnic/chinese.html

http://www.sfmuseum.org/hist6/chinhate.html

http://journalism.berkeley.edu/projects/oakland/culture/ninagr.html

http://www.answers.com/topic/transcontinental-railroad

http://www.cprr.org/Museum/Chinese.html

http://www.sfusd.k12.ca.us/schwww/sch405/IUP/rail.html

http://www.apa.si.edu/ongoldmountain/gallery2/gallery2.html

http://www.sanfranciscochinatown.com/history/1875pagelaw.html

http://www.tqnyc.org/NYC040855/chineseimmigrantstext.htm

http://academic.udayton.edu/race/02rights/treaty1868.htm

http://www.cetel.org/1882_exclusion.html

http://historymatters.gmu.edu/d/5036/

http://www.cr.nps.gov/history/online_books/5views/5views3e.htm

http://www.tsha.utexas.edu/handbook/online/articles/CC/pjc1.html

http://www.historynow.org/03_2005/inter1.html

http://www.cetel.org/1898_wongkim.html

http://www.oyez.org/oyez/resource/case/422/

http://en.wikipedia.org/wiki/United_States_v._Wong_Kim_Ark

http://www.infidels.org/library/historical/robert_ingersoll/chinese_exclusion.html

http://www.digitalhistory.uh.edu/asian_voices/voices_display.cfm?id=37

http://www.nationmaster.com/encyclopedia/Gentlemen's-Agreement

http://college.hmco.com/history/readerscomp/rcah/html/ah_035600_gentlemensag.htm

http://www.njamf.com/exclude.htm

http://www.absoluteastronomy.com/encyclopedia/g/ge/gentlemens_agreement.htm

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=260&invol=178

http://brownvboard.org/brwnqurt/03-4/03-4a.htm

http://www.historynow.org/03_2005/inter2.html

http://www.cr.nps.gov/history/online_books/5views/5views4d.htm

http://www.u-s-history.com/pages/h1398.html

http://en.wikipedia.org/wiki/Immigration_Act_of_1924

http://showme.missouri.edu/~socbrent/immigr.htm

http://www.infoplease.com/ce6/history/A0811914.html

http://www.cetel.org/1943_repeal.html

http://sun.menloschool.org/~mbrody/ushistory/angel/exclusion_act/

http://en.wikipedia.org/wiki/Immigration_Act_of_1965

http://www.cis.org/articles/1995/back395.html

http://history.sandiego.edu/gen/soc/immig.html

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