Immigration Investigation

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Margaret Boyd
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Immigration Investigation Go to the class blog at http://www.shsblock.wordpress.com. Navigate to the links for Immigration which are on the right-hand side of the blog.

1 Immigration Investigation Go to the class blog at Navigate to the links for Immigration which are on the right-hand side of the blog. Click on the link noted Library of Congress Immigration. On the left-hand side of this site, you will see small photos which are links to various immigrant groups. Scroll through these photos and find your group. African: German: Irish: Scandinavian: Italian: Japanese: Mexican: Chinese: Puerto Rican/Cuban: Polish/Russian: Arrival Portuguese Mindmap. Using the information about your immigrant group, make a mindmap which contains at least one major idea from each link. (At right is a sample of the Discrimination in Schools beginning of a mindmap.) The number of links for each immigrant group varies. (See the image at the top of the next page, as it shows you where you will find the links.) Leave some room on your mind map to add additional links. Fishing Communities

Mindmap. If the page for your immigrant group contains a Vocabulary link, click on it and add vocabulary for your immigrant group to your mind map. Mindmap.

) Read the interview and add at least two comments from the interview to your mind map. Mindmap. Next, go back to the main page for your group and click on the clock on the left-hand column.

2 Mindmap. If the page for your immigrant group contains a Vocabulary link, click on it and add vocabulary for your immigrant group to your mind map. Mindmap. Next choose Interviews from your group s webpage. You will end up with a pull-down menu. Choose an interview from your group s region. (If you have trouble with this part, see your teacher.) Read the interview and add at least two comments from the interview to your mind map. Mindmap. Next, go back to the main page for your group and click on the clock on the left-hand column. It will take you to a timeline. Choose at least two items from the timeline to add to your mindmap. Mindmap. Go back to the Freshman Block blog. Go to the Population By Selected Ancestry group table. Find the number of persons in the U.S. that have the same ancestry as your immigrant group. Also note the distribution by region. Note this information on your mind map. Scroll to the bottom of the table and see if you can find any information about your immigrant/ancestry group s language being spoken at home. Add that to your mindmap.

Mindmap. Go back to the Freshman Block blog. Go to the Population By Selected Ancestry group table. Find the number of persons in the U.S. that have the same ancestry as your immigrant group.

3 Mindmap. Go back to the Freshman Block blog. Go to the Population By Selected Ancestry group table. Find the number of persons in the U.S. that have the same ancestry as your immigrant group. Also note the distribution by region. Note this information on your mind map. Scroll to the bottom of the table and see if you can find any information about your immigrant/ancestry group s language being spoken at home. Add that to your mindmap. Word Document. Go back to the Freshman Block blog. Click on the US Immigration Maps Over Time link. You will end up at a NY Times website where you will find a map like this. Use the pull-down menu and select your immigrant group. Use the scrolling timeline to follow your immigrant group over time from 1890 to Use the Print Screen function to copy and paste two maps to a word document. Compare the two maps by discussing the spatial pattern of where the immigrant groups settled. Word Document. Go back to the main map. Using the map, zoom into a specific region in which your immigrant group is heavily located and follow the group over time as you use the scrolling timeline. Choose three of these zoomed-in maps, add them to your word document, and describe how they changed over time.

In order to get a linear distance from your immigrant country to the U.S., go to Great Circle link. This will map a great circle distance for you.

4 Word Document. If you have time, you can scroll on this map to find specific counties and how they changed over time. For example, you can zoom in to different states and counties and see their Foreign-Born population. Word Document. Go back to the Freshman Block blog. In order to get a linear distance from your immigrant country to the U.S., go to Great Circle link. This will map a great circle distance for you. In order to use this great circle mapper, you need the name of an airport in your hearth country and one in the goal country. In terms of the US airport, think about the city through which the immigrants were most likely to enter the US (What was their gateway city?). Use the Lookup or Get Info boxes at the bottom of the page to put in city names to get their airport codes. For example, Sitka s is SIT, Los Angeles is LAX, and one of the New York airports is the John F. Kennedy Airport or JFK. Once you have the two cities airport codes, go back to the top of this page and link them together as a path. For example, Glasgow to Chicago would be GLA-ORD. After you type in the path, click on Display Map. You can change the colors, etc., before you click display map, if you want. Copy and paste the map into your word document as an answer to Route? or Where? Notice that the distance is also displayed below the map. You can use this figure for linear distance. Don t forget to think about psychic distance. Don t forget to cite the web site from which you get this map. It s:

5 Scoring Guide Mindmap Information from all links at the bottom Vocabulary (if available) Interview Population by Ancestry Group Word Document Two graduated circle maps with explanation Three close up maps with explanations Linear Distance/One Great Circle map Atlas of the Historical Geography of the United States 4 Completes all components of the assignment with highly detailed evidence from the written information and data contained in the website 3 Completes all of the components of the assignment with evidence from the written information and data contained in the website 2 Completes some, but not all, of the components of the assignment with evidence from the written information and data contained in the website 1 Begins assignment SHS Freshman Block Spring Semester 2014 Jody Smothers-Marcello Sitka High School, Sitka, Alaska

Teaching American History Grant: Learning Experience Christina Tantillo Highland Middle School

Teaching American History Grant: Learning Experience 2008-2009 Christina Tantillo Highland Middle School Topic Title: Compare/Contrast Immigrant Groups DATE: April 23, 2009 Grade Level: 8 Overview of the