UNIT ONE
TOPIC: Who is an Immigrant?
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1. Why do people migrate?
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2. Who is a minority in the U.S.A.
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3. Voluntary v. involuntary migration.
Objective One:
To understand the underlying reasons for immigration, focusing on the five major reasons why people migrate: economic reasons, family reunion, career purposes, educational pursuits and political persecution.
Lesson 1 (Day 1)
Introduction to the unit
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A. Teacher introduces the topic of migration. Vocabulary words to look up and discuss: immigrant-minority-culture-language-political exile-huddled masses-Ellis Island.
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B. Teacher presents the concept of voluntary and involuntary migration . Homework reading assignment: Chapter 1:Early Immigrants (American Mosaic), pages 4Ð10. (This will provide students with some basic background on immigration to America)
Lesson 2 (Day 2)
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A. Teacher reviews Chapter 1 reading on early immigrants. Discusses voluntary/involuntary migration.
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B. Student Activities:
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1. Venn Diagram of reasons why people migrate.
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a. Divide students into small groups and have them brainstorm as to why people migrate
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b. Brainstorm on the board : Using a Venn diagram (two circles overlapping creating three areas). Have students place education, career, economic reasons, family reunion and political persecution under the category that they feel fits best.
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2. Homework assignment: Techer divides students into two teams and assigns reasons listed unde voluntary migration and involuntary migration to each team. Students are to preprare themselves to debate as to which reasons best exemplify:
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a.
Voluntary migration:
to pursue advanced degrees (education); to forge ahead in ones career (professionals).
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b.
Involuntary
would cover political persecution, economic reasons and family reunion. (Some could over-lap).
Lesson 3 (Day 3)
Student-directed activity
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A. Student Activities:
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1. Debate presentation, lead by students.
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2. Students translate vocabulary words from readings into Spanish.
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3. Homework assignment: Students will read Chapter 3 of The Latino Experience.
Lesson 4 (Day 4)
History
Sources: The Latino Experience in US History
American Mosaic
Saludos Spanish Textbook
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A. Teacher introduces students to Latin America, past and preent.
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B. Student Activities:
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1. Students will go back in history and study the map of the Spanish empire in the Americas about the year 1600, showing that the empire extended up to what is now Santa Fe, New Mexico on page 43 (Latino Experience).
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2. Students study map on page 129 :The United States Gains Spanish and Mexican Lands (Latino Experience)
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3. Homework Assignment: The Treaty of Guadalupe Hidalgo, (page 485 of American Mosaic).
Lesson 5 (Day 5)
Geography
Source: The Latino Experience in US. History
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A. Teacher discusses the Guadalupe Hidalgo Treaty of 1948 and the map on page 129 (Latino Experience)
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B. Student Activities
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1. Students work on maps of Latin America and Mexico. Students label current countries and capitals. Map source: Latino Experience, Saludos.
Lesson 6 (Day 6)
Math
Source: The Latino Experience in US. History
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A. Students will study the map of the Latino population in the United States as of the 1990 census (page 378Ð9).
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B. Student Activity: Students will work in teams to produce charts of states and populations made up Spanish-speaking groups (page 325).
Spanish
Source: Saludos Textbook
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A. Teacher will model names of Spanish speaking countries and nationalities: (Example: Mexico=Yo soy mexicano).
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B. Student Activity:
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1. Students will identify countries and give their capital.
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2. Students will use the verb SER in various situations: Example:
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De donde eres? [Yo soy americano]
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De donde son ustedes? [Nosotros somos americanos.
Lesson 7 and 8 (Day 7 and 8)
Film
Materials:
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1. Plot Chart or similar instrument
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2. Film EL NORTE
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A. Student Activity: Students will watch the movie El Norte while working on their Plot Charts. (movie showing will take two regular periods).
Lesson 8 (Day 8)
Student Activity:
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A. Class discussion of the film.
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B. Using the story chart, students will write about the movie using prompt questions, in an open-ended CAPT (CT Assessment) style format. Students are encouraged to think critically and to write extensively. (
Yes/no
answers or
maybe/ don’t know
are not acceptable).
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1. After watching the movie El Norte, please write of three things that you would like to know about the characters or the story that the movie did not explain.
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2. Please write about a time in your life when you ( or a close relative of yours) went through a major change in life.
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3. Was Enrique’s trip a result of
voluntary or involuntary
migration? Please explain the difference (refer to your notes from Lesson 1).
Lesson 9 (Day 9)
Closure of Unit 1
Student Activity
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A. Students present their answers to the class (orally)
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B. Students translate their answers into Spanish (Sp. III, IV of Spanish for Spanish Speakers)
Day 10
Unit test, based on material presented. End of Unit 1.