1. Have students preview this activity in their Interactive
Student Notebooks.
To preview this activity, have students
write a one-paragraph response on the left side of their notebooks
to this prompt: What do you think brought your ancestors to
America, and how do you think they got here? While many students
will be able to answer this question with specific details, be
prepared to allow others to be more speculative with their responses.
Have several students share their responses. Afterward, explain
that in this activity students will learn about immigration to
the United States during the nineteenth century. Tell students
that, as the activity unfolds, you want them to think about the
degree to which the motives of immigrants and the attitudes of
native-born Americans have changed since 1900.
2. Prepare an overhead transparency that shows students how
to set up their desks in two groups facing each other.
Project the transparency and ask students to move into their correct places.
Each student should be able to see the overhead projection screen.
3. Introduce the activity.
Explain to students that they will now see a series of transparencies that show the period of
greatest immigration to the United States. The students will be
expected to carefully view each transparency depicting this era.
They will also be expected to think about and be prepared to answer
a series of questions you will ask about each transparency.
4. Project Transparency A, and have students answer questions.
Project Transparency A, which shows a group of emigrants leaving Hamburg,
Germany, for America around the turn of the century. Tell students
to examine the image carefully. Encourage them to discover information
from the image by asking the questions, which spiral from the basic
to critical-thinking level, that appear in the Teacher’s Guide.
Encourage students to come up to the transparency and point out
important details. As you discuss each transparency, write some
basic notes on the board outlining the main ideas of the discussion.
Encourage students to take careful notes of their own. At the end
of the lesson, you may want to review all the transparencies. Also,
the next day you may want to project the transparencies again for
a quick review.
5. Have students create "act-it-outs."
For those transparencies that ask students to create a brief "act-it-out," ask
for three to five volunteers to come forward and stand in front
of the projected transparency. Set the scene for them by reading
the description in the Teacher’s Guide, and give them a minute
or two to create a 30-second vignette. Then ask them to act it
out. For some "act-it-outs," assume the role of an "on-scene
reporter" and ask students the questions in the Teacher’s
Guide.
6. Have students process the ideas in their Interactive
Student Notebooks.
For those transparencies that include a processing assignment, have students complete the assignments
in their notebooks.
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