Silas Almeida, Ana Andrade, Ines Silas Almeida, Ana Andrade, Ines Brito, Marcelina Edwards, Edna Brito, Marcelina Edwards, Edna

LeithLeith

Immigration

Unit DescriptionUnit Description

• This unit will focus on Immigration and This unit will focus on Immigration and will explore the reasons, the types, and will explore the reasons, the types, and the different periods of immigration as the different periods of immigration as well as the issues related to cultural well as the issues related to cultural values within the immigrant community values within the immigrant community in the U.S.A. At the end of this unit, in the U.S.A. At the end of this unit, students will produce an students will produce an interdisciplinary power point interdisciplinary power point presentation about their family history presentation about their family history as immigrants in America.as immigrants in America.

Content AreasContent Areas

•This immigration unit will This immigration unit will focus on reading and focus on reading and writing, social studies, writing, social studies, math, science and math, science and technology.technology.

Grade Level/Time to Complete Grade Level/Time to Complete UnitUnit

• HILT for SIFE middle school/high schoolHILT for SIFE middle school/high school

• Number of weeks- 8Number of weeks- 8

• Number of days per week- 5 Number of days per week- 5

• Hours per day- 1 Hours per day- 1

Focus QuestionsFocus Questions

• How do people prepare themselves when How do people prepare themselves when they immigrate?they immigrate?

• Why do people leave their home countries?Why do people leave their home countries?

• What are some feelings that people What are some feelings that people experience when and after they emigrate?experience when and after they emigrate?

• Immigration and beyond- What do you Immigration and beyond- What do you expect from your new country?expect from your new country?

Objectives/Learning Objectives/Learning OutcomesOutcomes

Draw maps that depict the Capeverdean Draw maps that depict the Capeverdean Diaspora.Diaspora.

Locate countries (of the Diaspora) according to Locate countries (of the Diaspora) according to continent.continent.

Use a Venn diagram to relate immigration to Use a Venn diagram to relate immigration to countries in the north and south according to countries in the north and south according to their economic status.their economic status.

Make a timeline of periods of immigration.Make a timeline of periods of immigration. Make charts that characterize different Make charts that characterize different

historical periods of immigration.historical periods of immigration. Use pictures to explain historical continuity and Use pictures to explain historical continuity and

change.change.

Objectives/Learning Outcomes Objectives/Learning Outcomes Cont’dCont’d

Visit school library;Visit school library; Fill out index cards;Fill out index cards; Read/summarize handouts about historical Read/summarize handouts about historical

events. Use compare/contrast charts;events. Use compare/contrast charts; Use graphs to analyze written material;Use graphs to analyze written material; Interpret graphs. Display on a bulletin board, Interpret graphs. Display on a bulletin board,

cultural features of the immigrant population.cultural features of the immigrant population. Put together a picture essay depicting Put together a picture essay depicting

different characteristics of Capeverdean different characteristics of Capeverdean migration in the U.S. Identify and employ a migration in the U.S. Identify and employ a variety of reference materials.variety of reference materials.

Formulate appropriate research questions.Formulate appropriate research questions.

Math ObjectivesMath Objectives

• Data, Statistics and ProbabilityData, Statistics and Probability--• Understand what information is included in a graphUnderstand what information is included in a graph• Use a survey to create a graph depicting reasons people emigrated Use a survey to create a graph depicting reasons people emigrated

from Cape Verdefrom Cape Verde• Interpret various kinds of graphs, compare different representations Interpret various kinds of graphs, compare different representations

of the same data and evaluate how well each representation shows of the same data and evaluate how well each representation shows important aspects of the data.important aspects of the data.

• Develop and evaluate inferences and predictions that are based on Develop and evaluate inferences and predictions that are based on datadata

• Discussion, presentation and CompositionDiscussion, presentation and Composition• Use writing to express mathematical thinking in a journalUse writing to express mathematical thinking in a journal

• NumberNumber Sense and Operations and MeasurementSense and Operations and Measurement• Compare whole numbers- populations in Cape Verde in different Compare whole numbers- populations in Cape Verde in different

yearsyears• Estimate costs of various itemsEstimate costs of various items• Compute expenses for particular needsCompute expenses for particular needs

Science ObjectivesScience Objectives

• Students will demonstrate an Students will demonstrate an understanding of weather and understanding of weather and climate, and Earth science as they climate, and Earth science as they may interfere with people’s choices may interfere with people’s choices to immigrate by researching and to immigrate by researching and conducting investigations of the Earth conducting investigations of the Earth physical aspects locally and globally.physical aspects locally and globally.

Standards Native Standards Native Language/ESLLanguage/ESLLISTENING AND SPEAKINGLISTENING AND SPEAKING• S. 1 and S. 2 Students will S. 1 and S. 2 Students will

comprehend and communicate comprehend and communicate orally, using Native language orally, using Native language and English vocabulary for and English vocabulary for personal, social, and academic personal, social, and academic purposes.purposes.

• S. 3 Students will comprehend S. 3 Students will comprehend and communicate orally, using and communicate orally, using Native language and English to Native language and English to participate in academic participate in academic settings.settings.

• S.4 Students will present S.4 Students will present information orally and information orally and participate in performances in participate in performances in the Native Language and the Native Language and English that demonstrate English that demonstrate appropriate consideration of appropriate consideration of audience, purpose, and the audience, purpose, and the information to be conveyed.information to be conveyed.

READINGREADING• R. 1 Students will acquire Native R. 1 Students will acquire Native

Language and English Language and English Vocabulary and apply Vocabulary and apply knowledge of correct syntax to knowledge of correct syntax to comprehend written text.comprehend written text.

• R. 3 Students will read fluently R. 3 Students will read fluently and identify facts and evidence and identify facts and evidence in order to interpret and analyze in order to interpret and analyze texttext

• R. 5 Informational/Expository R. 5 Informational/Expository Text: Students will identify and Text: Students will identify and analyze purposes, structures, analyze purposes, structures, and elements of nonfiction and elements of nonfiction texts.texts.

• R. 6 Research: Students will R. 6 Research: Students will gather information from a gather information from a variety of sources, analyze and variety of sources, analyze and evaluate the quality of the evaluate the quality of the information obtained, and use it information obtained, and use it to answer their own and others’ to answer their own and others’ questions.questions.

Writing StandardsWriting Standards

• W.1. Prewriting: students will plan for writing by building on W.1. Prewriting: students will plan for writing by building on prior knowledge, generating words, and organizing ideas for prior knowledge, generating words, and organizing ideas for a particular audience and purpose.a particular audience and purpose.

• W. 2 Writing: Students will write for a variety of purposes W. 2 Writing: Students will write for a variety of purposes with clear focus, coherent organization, and sufficient with clear focus, coherent organization, and sufficient detail. detail.

• W. 3 Revising: Students will evaluate and revise word W. 3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when choice, sentence variety, and organization of ideas when writing for a particular audience and purpose.writing for a particular audience and purpose.

• W. 4 Editing: Students will understand and apply knowledge W. 4 Editing: Students will understand and apply knowledge of standard grammar, spelling, and conventions to improve of standard grammar, spelling, and conventions to improve their writing in both the Native language and in English.their writing in both the Native language and in English.

• W. 5 Media: Students will use, analyze, and produce a W. 5 Media: Students will use, analyze, and produce a variety of media, including audio, television, internet, and variety of media, including audio, television, internet, and emerging technologies. emerging technologies.

Social Studies StandardsSocial Studies Standards

Strand #1: GeographyStrand #1: Geography

• Standard #1: Students Standard #1: Students understand the concepts understand the concepts and details of physical and and details of physical and political geography, and political geography, and humankind’s political, humankind’s political, social, and economic social, and economic relationship with physical relationship with physical environment.environment.

– Use maps and other Use maps and other geographical geographical representations to representations to acquire and report acquire and report information from a information from a spatial representation.spatial representation.

Strand #2: Chronological Strand #2: Chronological thinkingthinking

• Standard #1: Students think Standard #1: Students think chronologically.chronologically.

– Place information in a Place information in a chronological sequence.chronological sequence.

– Interpret data presented on Interpret data presented on timelines and create the timelines and create the same to appropriate scale.same to appropriate scale.

– Reconstruct patterns of Reconstruct patterns of historical succession andhistorical succession and

Social Studies StandardsSocial Studies Standards

Strand #3: ComprehensionStrand #3: Comprehension

• Standard #1: Students Standard #1: Students comprehend a variety of comprehend a variety of historical and social historical and social studies source documents studies source documents and materials.and materials.

– Identify the author or Identify the author or source of a document.source of a document.

– Identify the central Identify the central question in a historical question in a historical narrative.narrative.

– Differentiate between Differentiate between facts, interpretations, facts, interpretations, opinions and beliefs.opinions and beliefs.

Strand #4: Analysis and Interpret.Strand #4: Analysis and Interpret.

• Standard #1: Students Standard #1: Students comprehend a variety of historical comprehend a variety of historical and social studies source and social studies source documents and materials.documents and materials.

– Compare and contrast differing Compare and contrast differing sets of ideas, values, personalities, sets of ideas, values, personalities, behaviors, and institutions.behaviors, and institutions.

– Incorporate multiple causes in Incorporate multiple causes in analyses and explanation analyses and explanation responding to historical questions.responding to historical questions.

– Make connections between the Make connections between the past and the present.past and the present.

– Interpret data presented on charts Interpret data presented on charts and graphs.and graphs.

Social Studies Standards Social Studies Standards cont’dcont’dStrand #5: Cultural AspectsStrand #5: Cultural Aspects

• Standard #1: Students Standard #1: Students appreciate the variety and appreciate the variety and richness of their own culture richness of their own culture and the US/American and the US/American culture in the process of culture in the process of becoming bicultural.becoming bicultural.

– Explain the fundamental Explain the fundamental role that culture has played role that culture has played in shaping the Cape in shaping the Cape Verdean emigration.Verdean emigration.

– Identify the characteristics, Identify the characteristics, distribution, and migration distribution, and migration of Cape Verdean people in of Cape Verdean people in the U.S.the U.S.

• Strand #6: Research Strand #6: Research CapabilitiesCapabilities

• Standard #1: Standard #1: Students conduct Students conduct historical and social historical and social studies research.studies research.

Math StandardsMath Standards

Data Analysis, Statistics and ProbabilityData Analysis, Statistics and Probability

• Use interviews, surveys, and observations to Use interviews, surveys, and observations to gather data about themselves and their gather data about themselves and their surroundings (MDASP 1)surroundings (MDASP 1)

• Organize, classify, represent, and interpret data Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, interpret the pictographs, and Venn diagrams, interpret the representations. (MDASP 2)representations. (MDASP 2)

• Construct, draw conclusions, and make predictions Construct, draw conclusions, and make predictions from various representations of data sets, from various representations of data sets, including tables, bar graphs, pictographs, line including tables, bar graphs, pictographs, line graphs, line plots, and tallies. ( MDASP 3)graphs, line plots, and tallies. ( MDASP 3)

Math Standards cont’dMath Standards cont’d

Number Sense and OperationsNumber Sense and Operations

• Demonstrate in the classroom an Demonstrate in the classroom an understanding of and the ability to use the understanding of and the ability to use the conventional algorithm for addition and conventional algorithm for addition and subtraction ( up to 5 digit numbers) and subtraction ( up to 5 digit numbers) and multiplication ( up to 3 digits by 2 digits) multiplication ( up to 3 digits by 2 digits) (MSNO3)(MSNO3)

• Identify coin names, values and Identify coin names, values and equivalencies (MSNO1)equivalencies (MSNO1)

• Compare whole numbers (MSNO1)Compare whole numbers (MSNO1)

Math Standards cont’dMath Standards cont’d

MeasurementMeasurement

• Identify parts of the day, days of the week, months Identify parts of the day, days of the week, months of the year; identify dates using a calendar ( MM1)of the year; identify dates using a calendar ( MM1)

• Work with calendar to become familiar with Work with calendar to become familiar with sequence of days, weeks, and months and the sequence of days, weeks, and months and the relationships among these periods of time (MM1)relationships among these periods of time (MM1)

• Discussion, Presentation and CompositionDiscussion, Presentation and Composition• Express ideas in an organized way (MDPC1)Express ideas in an organized way (MDPC1)• Explain mathematical thinking in writing ( MDPC1)Explain mathematical thinking in writing ( MDPC1)• Maintain a system for collecting, referring to, and Maintain a system for collecting, referring to, and

sharing work. ( MDPC1)sharing work. ( MDPC1)

Student AssessmentStudent AssessmentBefore Before Launch of Launch of UnitUnit

During UnitDuring Unit Final/AfterFinal/After

KWL chartKWL chart Historical journalHistorical journal Power PointPower Point

Class discussionsClass discussions ReflectionsReflections

Homework/Homework/ClassworkClasswork

Final quizFinal quiz

Quizzes/TestQuizzes/Test Ind. portfolioInd. portfolio

Graph, timelineGraph, timeline

Teacher Teacher observationsobservations

Compare and Compare and Contrast ChartsContrast Charts

Oral Oral presentationpresentationss

Instructional ProceduresInstructional Procedures

Think-Pair-Share, Brainstorming, Think-Pair-Share, Brainstorming, Graphic Organizers, T-List, Sentence Graphic Organizers, T-List, Sentence

Strips, Weekly pacing guideStrips, Weekly pacing guide

PrerequisitesPrerequisites

• Gather information and collect data.Gather information and collect data.

• Select the interviewees; Select the interviewees;

• Develop questions for interviews/surveyDevelop questions for interviews/survey

• Interpret a graphInterpret a graph

• Skills:Skills:

• Be able to write a well structured paragraphBe able to write a well structured paragraph

• Work collaboratively in groups;Work collaboratively in groups;

• Know how to use power point featuresKnow how to use power point features

ResourcesResources

• www.AAAmath.comwww.AAAmath.com• Globe Book Company: Earth Science (3rd Globe Book Company: Earth Science (3rd

Edition)Edition)• National Geographic National Geographic • Google picturesGoogle pictures• Anthology of Native language text on the topic.Anthology of Native language text on the topic.• Dynamic EarthDynamic Earth• Globe Book Company: Earth Science (3rd Globe Book Company: Earth Science (3rd

Edition)Edition)• FOSS Weather and Water Textbook FOSS Weather and Water Textbook • FOSS Weather and Water Lab book - HandoutsFOSS Weather and Water Lab book - Handouts

SuppliesSupplies

• NotebooksNotebooks• Pen, pencil, markersPen, pencil, markers• Glue Glue • Chart paperChart paper• Construction paperConstruction paper• ComputersComputers• PostersPosters• Graph paperGraph paper

TechnologyTechnology

• Digital CameraDigital Camera

• ComputersComputers

• InternetInternet

• TVTV

• Video/CD PlayerVideo/CD Player

Enduring UnderstandingEnduring Understanding

• After this unit, our hope is that students After this unit, our hope is that students would understand the various factors that would understand the various factors that effect decisions that families make effect decisions that families make regarding immigration.regarding immigration.

• We also hope that they would recognize, We also hope that they would recognize, appreciate and take advantage of appreciate and take advantage of opportunities offered in different countries.opportunities offered in different countries.