Vocabulary
Goals
-
1. Teach students new words.
-
2. Allow students to work with dictionaries.
-
3. Introduce new concepts.
Procedure
Have the students sit together in front of a blackboard. Explain the pronunciation and meaning of the words. Give examples of the uses of the words. Then give the students time to fill in the definition worksheet. Go over them together. Then give them the second sheet of sentences and ask them to work on them alone.
Materials
-
1. Blackboard.
-
2. Two dittoes.
-
3. Dictionaries.
Vocabulary Definition Worksheet
Match the word to the correct definition.
-
___ A section of a city in which members of a minority group live because of social, legal or economic pressure.
-
___ An opinion for or against something without adequate information.
-
___ The smaller of two groups. A part of a population differing from others due to race, religion, or ethnic origin.
-
___ Relating to a large group of people which is grouped together because each member has common traits through a common social background.
-
___ The beliefs and customs handed down from generation to generation, (Often by word of mouth or by example).
-
___ Cultural behavior and ideas based on people’s ethnic backgrounds.
-
___ The movement of people out from one country to another.
-
___ The movement of people when they move around within one country.
-
___ The movement of people into a country after they move out of another country.
-
___ The ways that people work at becoming members of a society.
-
___ Membership in a common population within one nation.
assimilation
|
prejudice
|
nationality
|
minority
|
immigration
|
ethnic
|
migration
|
|
custom
|
emigration
|
tradition
|
-
ghetto
Vocabulary Sentences
In my country there is a ___. When a man meets a woman he kisses her hand.
After the Second World War, there was a large ___ of Blacks from the south to the north.
The largest ___ of Italians to this country occurred between 1890 and 1920.
There are many ___ groups in this country: Puerto Ricans, Blacks, Jews, Italians, lrish, Cuban, etc.
I am not ___. I think that people should be friends with people of different races and ethnic backgrounds.
Each ___ group has different ways of living. They eat different kinds of food, talk different languages and listen to different kinds of music.
There was a large ___ of Irish from Ireland during the Potatoe famine of 1848.
I live in a ___ where every one is Black. I often wonder if I will want to stay in this area or move to a mixed neighborhood.
An Uncle Tom is a name some people call Black people who try to act White. Others feel that the only way to make it in America is to join the majority and accept this process of ___.
Most people in the United States celebrate their birthdays. This is a ___.
Everyone born in the U.S. has the same ___.
The Map of New Haven
Goals
-
1. Expose students to a Map of New Haven and the location of their neighborhoods.
-
2. Have students talk about the differences between the neighborhoods.
-
3. Show students how to take notes.
-
4. Prepare them for a Bus tour of New Haven.
Procedure
First hang map of New Haven and mark the neighborhoods where the students live. Point out other significant areas. Then hand out ditto and answer the questions as a group. Try to draw the answers from the students before giving them the answers. Base a lecture on what the students know already and the kinds of questions they ask.
Materials
1. Map of New Haven.
2. Black magic marker.
3. Ditto of questions.
Questions
What street do you live on?
Describe the street you live on. (Include the type of homes-houses or apartments, stores, ethnic origin of people, kinds of yards or parks, whether there are many kids. Do you like it? Why or why not?)
-
Name the major neighborhoods in New Haven.
-
What neighborhoods do most of these people live in?
Jews ___
|
Italians ___
|
Irish ___
|
West Indians ___
|
Blacks ___
|
Puerto Ricans ___
|
-
Why do you think people usually live with people of similar racial or ethnic backgrounds?
-
Where is Yale University?
-
Where is South Central Community College?
-
Where is Southern Connecticut College?
-
Where is the Olin Factory?
-
What is the differences in life style when you live in New Haven rather than a suburban town (like Bethany, Orange, Branford)?
Immigration: Why, Where, and When?
Goals
-
1. To have the students sit together and discuss the two movies they have just viewed.
-
2. To give students an understanding of where immigrants came from and why they came.
-
3. To give students an understanding of the kinds of work immigrants got when they first arrived and how that effected their assimilation into American culture and work.
Procedure
The class sits in a circle. The questions below are the focal points of the discussion though the flow of the discussion should follow the interests and comments of the students.
-
1. What is an immigrant?
-
2. Did immigrants come to the U.S. voluntarily?
-
3. What is the difference between a slave and an immigrant?
-
4. Where did the immigrants come from? Why and when did they come?
-
____
Italians, Irish, Jews, WASPs, Puerto Ricans, Cubans, Blacks.
-
5. Where did they settle and why?
-
6. What was the American economy like at these periods? 1900, 1848, 1890, 1920, 1930, 1950, 1980.
-
7. What kinds of jobs did the immigrants get when they arrived? Why?
Materials
-
1.
The Immigrant Experience
:
The Long, Long Journey
(ACES)
-
2.
Immigration in America
(ACES)
The Immigrant in America
Goals
-
1. To have students discuss three movies about minority groups.
-
2. To give students a feel for the historical impact of ethnic differences on the lives of ethnic minorities.
Procedure
The class sits in a circle. The questions below are the focal points of the discussion though the flow of the discussion should follow the interests and comments of the students.
-
1. What makes an immigrant different when he arrives?
-
2. What is the impact of not speaking a country’s language?
-
3. Why would ethnic groups choose to live together?
-
4. What is the melting pot theory of American History?
-
5. How does the fact that ethnic groups stick together effect getting jobs in America?
-
6. What do you think people have to do if they want to assimilate into the main stream of American life?
Materials
-
1.
Jews in America
(Anti-defamation League)
-
2.
Italians in America
(Anti-defamation League)
-
3.
Island in America
(Anti-defamation League)