DRAFT: This module has unpublished changes.
LESSON PLAN TITLE | Why do Chinese people move to America? |
BIG IDEA | Immigration *My Note – There is a large number of Chinese immigrants moving in the downtown Brooklyn area so there are Chinese and Chinese American students in the public schools now. Those students can teach the American students about their culture and vice versa. |
RELATED NCSS STANDARD | Standard 1: Culture E: give examples and describe the importance of cultural unity and diversity within and across groups |
ESSENTIALQUESTION | What Do You Know About Chinese Immigration? |
MATERIALS - Primary documents
- Maps
- Literary texts
- Audio/visual aids
- Graphic organizers
- Handouts
| - Video "The Great American Melting Pot"
- Map
- Chinese Immigration to America Timeline
- Immigration Letter from
The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration by Haiming Liu
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GOALS STATEMENT - Basic Skills Development
- Procedural knowledge
- Information knowledge
| - Students will learn map skills; scale, distance.
- Students will use critical thinking to analyze the video and map.
- Students will learn about the history of Chinese immigration from the video, map, timeline, and letter about immigration from the book.
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INSTRUCTIONAL SEQUENCE - Motivation/attention-getter
- Review
- Content Presentation
- Active Learning
- Debriefing
| - Motivation: I will write on the board “What do you know about immigration?” Then I will begin a discussion. I will give the deinition: Immigration is the voluntary movement of people from one country to live permanently in another. We are going to watch a video on immigration http://www.youtube.com/watch?v=8wakJdXzu3Y.
- Review: They already learned about customs and cultures in Africa so they know what culture means but I will remind them of the definition: all the knowledge and values shared by a society (dictionary.kids.net).
- Content Presentation: Then we will look at the class world map and locate China and the United States of America. Looking at the distance between the countries, students will briefly tell me how they think Chinese people immigrated here. Then we will talk about the history of chinese immigration using specific dates and knowledge (the timeline).
- Active Learning: Students will get in groups of 3 to discuss and answer these questions: 1) Why do people immigrate? 2) Why do you think Chinese people immigrated? 3) With the distance from China to America in mind, what kinds of transportation could've been used to immigrate to China then and now? They will view the timeline and we will talk about important dates and events.
- Debriefing: Class discussion of the questions and their answers. I will inform the class of the trip to the library tomorrow and why we are going. We are going so they can gather information about Chinese culture and Chinese New Year, the event we will be focusing on.
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PRACTICE: (IN-CLASS OR H.W.) | Homework 1) Get permission slips signed for tomorrow’s trip to the library. 2) Write a paragraph or 2 explaining what you already knew about Chinese culture and what you learned today. |
ASSESSMENT | I will know that the students were able to understand the lesson based on what they shared about Chinese people, what they knew, what they learned, and their answers to the questions. When I check the homework tomorrow I will be able to see if they understood what was taught in class today. |