NOVEMBER 2018 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 31

NOVEMBER 2018 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 31 PROJECT OVERVIEW 1 STEP 1: PRELIMINARY RESEARCH 2 3 4 5 STEP 1: PRELIMINARY RESEARCH Homework: Continue working on individual role creation (Step 3). 11 12 VETERANS' DAY NO SCHOOL 6 CONFERENCE DAY NO SCHOOL 13 STEP 3: PICTURE & SYNOPSIS (Take a picture of your individual role creation and write the synopsis for the trifold board.) DUE: STEP 3 PICTURE & SYNOPSIS FOR TRI-FOLD (by end of school day) INDIVIDUAL ROLE PREFERENCES BEGIN STEP 1: PRELIMINARY RESEARCH 7 BEGIN STEP 2: MAKE YOUR CLAIM (As a group, make your claim and begin planning/writing your paragraph.) Homework: Continue working on individual role creation (Step 3). 14 STEP 4: TRI-FOLD ASSEMBLY (As a group, assemble all the elements of your tri-fold board. Homework: Begin working on individual role creation (Step 3). YOUR INDIVIDUAL ROLE CREATION WILL BE DUE TUESDAY, NOV 13 TH 8 QTR 1 ENDS STEP 2: MAKE YOUR CLAIM (As a group, finish writing your argumentative paragraph.) DUE: STEP 2 PARAGRAPH (by end of school day) Homework: Continue working on individual role creation (Step 3). 15 STEP 4: TRI-FOLD ASSEMBLY (As a group, finish assembling all the elements of your tri-fold board. DUE: STEP 4 TRI-FOLD (by end of school day) FIELD TRIP 9 STEP 3: INDIVIDUAL ROLE CREATION (Individually, continue working on your role creation.) BEGIN STEP 4: TRI-FOLD ASSEMBLY (As a group, gather the materials for your tri-fold board. Homework: Individual Role Creation Due Tuesday 16 STEP 5 & STEP 6: DECORATIONS, COSTUMES, AND FOOD TASTING (As a group, determine what your decorations, costumes, and food samples will be. Begin collecting the artifacts, images, etc. for your decorations.) 10 17 Homework: All Tri-Fold Materials Due Tomorrow 18 19 EARLY DIS. 12:20 20 21 22 THANKSGIVING 23 24 DUE: STEP 5 DECORATIONS DUE: STEP 6 COSTUME AND FOOD SAMPLE PLAN (by start of school day) FAIR SET UP STEP 7: PRESENTATION PRACTICE (As a group, use the conversation starters to practice your presentation.) DUE: STEP 6 COSTUMES AND FOOD SAMPLES (by start of school day) THE MELTING POT IMMIGRATION MUSEUM/FAIR (SEE PRESENTATION SCHEDULE.) NO SCHOOL NO SCHOOL

Name: Social Studies Immigration/English Historical Fiction Unit The Melting Pot The Immigrant Experience E Pluribus Unum: Out of many, one. This motto of the United States was originally used to describe the colonies coming together into one nation. But, the motto has taken on a new life throughout the course of American history. In recent years its meaning has come to suggest that out of many peoples, races, religions, languages, and ancestries has emerged a single people and nation illustrating the concept of the melting pot. As the land of the free, home of the brave, and land of opportunity it is important to appreciate the history of the different races and peoples that contribute to the success of our nation. The New Colossus By Emma Lazarus Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. Keep, ancient lands, your storied pomp! cries she With silent lips. Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door! In order to appreciate the diversity of America, and to further the salad bowl and melting pot theories of immigration, we will be creating a museum that takes visitors through the immigrant experience. We have appropriately named our pop-up museum, The Melting Pot. The museum will display six different exhibits for each group, each depicting a different facet of the immigration experience from 1865-1915 (SS) and demonstrating the skills of analyzing setting and determining theme (English). The Final Product Create the Epcot Experience for visitors to our museum by re-creating the country and experience of your immigrant group. Your exhibit will include your individual contribution (see roles below), as well as your collaborative group requirements: a tri-fold board, decorations, pictures, artifacts, and food samples of dish that is authentic to your immigrant group. The Immigrant Groups Group A Group B Group C Group D Group E Chinese Irish German Italian Russian ARTISTIC CREATION Create a work of art depicting the immigrant experience. FILM FESTIVAL Create a video documentary visually depicting the immigrant experience. The Individual Roles MEMOIR OF MEMOIR OF SUCCESS DECEIT Create a memoir Create a memoir by writing and by writing and performing a diary performing a diary entry about the entry about the immigrant immigrant experience in the experience in the land of land of opportunity. disappointments and deceit. MUSIC & DANCE PERFORMANCE Create a music and/or dance performance authentic to the immigrant group and experience. NEIGHBORHOOD CARTOGRAPHER Create a 2D map or 3D depiction of the immigrant group s neighborhood and experience.

USE THIS CHECKLIST TO COMPLETE THE PROJECT: Step 1: Preliminary Research: Answer the five research questions in Google classroom, using the reliable resources list found at the end of this packet. Step 2: Make Your Claim: As a group, write a threeparagraph response to the following question: Did America live up to its founding ideals? (for your immigrant group). Step 3: Individual Role Creation: Find the page with your role s instructions and complete each step. Step 4: Tri-Fold Assembly: As a group, create your immigrant group exhibit by including the elements listed on the tri-fold instructions page. Step 5: Decorations & Costume: As a group, find or create decorations, artifacts, and pictures for your exhibit, using the listed suggestions on the decorations page. Each group member is required to dress as a member of your immigrant group. Step 6: Food Tasting: Research an authentic dish of your immigrant group and bring in small food samples for a tasting. Step 7: Presentation: Practice your presentation using the Conversation Starters located in this packet. 2 P a g e

Step 1: Preliminary Research Individually, use the Google Classroom document and list of credible resources at the end of this packet to research the immigrant experience. Answer each of the questions below in the Google Doc. Credible Sources (copy and paste link or write page numbers from book) Why did this group leave their home country and come to America? Credible Sources (copy and paste link or write page numbers from book) What was their overall experience? Describe their journey. Credible Sources (copy and paste link or write page numbers from book) Where did this group settle when they came to America? What types of jobs did these immigrants get? Describe and explain. Credible Sources (copy and paste link or write page numbers from book) Were the conditions in America better or worse than what they left in their home country? Describe and explain. Credible Sources (copy and paste link or write page numbers from book) Did America live up to its founding ideals for this immigrant group? Why or why not? (Write ways America did live up AND ways America didn t live up and then decide overall if America lived up or not.) *You may add as many columns or sources as you need* 3 P a g e

Step 2: Make Your Claim As a group in Google docs, write a TEES paragraph response to the following question: Did America live up to its founding ideals? Make your response specific to your immigrant group. Follow the steps below: 1. TEES Paragraph: Use your answers from the preliminary research to make your claim about whether or not America lived up to its founding ideals. Sentence 1: Topic Sentence/Thesis Statement Make your claim (yes or no) by answering the question above. 1. Start off with a time frame (dates or the overall time period- During industrialization or From 1865-1915 ) 2. Take a clear position and state your claim using the argument stems below and 2 specific pieces of evidence/reasons: America lived up to its founding ideals for [immigrant group] because America did not live up to its founding ideals for [immigrant group] because Sentence 2: Evidence 1 Include your first piece of supporting evidence to prove your claim. Sentence 3: Expansion of Evidence Expand upon Evidence 1 with supporting details/specific information. Sentence 4: Expansion of Evidence Expand upon Evidence 1 with your analysis of the details. Use one of the following sentence starters to expand upon your evidence: This is important because If, then This shows that This impacts because Because of, then As a result of this Sentence 5: Evidence 2 Include your second piece of supporting evidence to prove your claim. Sentence 6: Expansion of Evidence Expand upon Evidence 2 with supporting details/specific information. Sentence 7: Expansion of Evidence Expand upon Evidence 2 with your analysis of the details. Use one of the following sentence starters to expand upon your evidence: This is important because If, then This shows that This impacts because Because of, then As a result of this Sentence 8: Evidence 3 Include 1-2 pieces of supporting evidence for the counterclaim. Sentence 9: Expansion of Evidence Expand upon Evidence 3 your strongest piece of evidence to refute (disprove) the counterclaim. Use one of the following counterclaim sentence starts to expand upon your evidence: Conversely, Even though However, On the other hand, Although Despite Nevertheless, On the contrary, Yet, Sentence 10: Expansion of Evidence Expand upon your evidence to refute the counterclaim with supporting details/specific information. Sentence 11: Summary/Closing Sentence Summarize the issue and your final thoughts about it. 4 P a g e

Step 3: Individual Role Creation ARTISTIC CREATION Create a work of art depicting the immigrant experience. 1. Research a topic related to your group s immigrant experience that you would like to depict through art. Suggestions: a scene from the immigrant journey (such as Ellis Island) or your immigrant group s heritage, background, customs, traditions, clothing, dance, etc. 2. Choose one #big idea that captures the spirit this topic. 3. Create your work of art (e.g., painting, drawing, sculpture, 3D model, or any other creative piece you can think of with teacher approval). 4. Tri-Fold Board Visual: Take a picture of your artwork to add to your tri-fold board. Include word art with the #big idea. 5. Tri-Fold Synopsis: Use your research of this aspect of the immigrant to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work and its historical origins, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board. MUSIC AND DANCE PERFORMANCE Create a music and/or dance performance authentic to the immigrant group and experience. 1. Research your immigrant group's traditional music and dance for a performance of the song and/or dance. 2. Choose one #big idea that captures the spirit of the song or dance. 3. Practice the song and/or choreograph and practice the dance. 4. Tri-Fold Board Visual: Take a picture of your performance in costume to add to your tri-fold board. Include word art with the #big idea. 5. Tri-Fold Synopsis: Use your research of the historical origins of the music genre, song, and/or form of dance to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work and its historical origins, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board. 2 P a g e

FILM FESTIVAL Create a video documentary visually depicting the immigrant experience. 1. Research and recreate your immigrant group's experience journeying to and settling in America by creating a documentary of images and video clips (you may even want to star in in the video and include actual footage). 2. Choose one #big idea that captures the spirit of their experience and aspects of the setting (pressures and limitations) that you will highlight in the documentary. 3. Use a video program/app you are comfortable using (imovie or PhotoStory recommended), and be sure to meet the following requirements: a. Title page with #big idea. b. Narration on the slides/scenes (all sound must be clear, slow, and loud enough!). c. Background music that makes sense. (You can create it on Photostory or bring in a song.) d. Show is a maximum of 2-3 minutes long. (The number of slides should be reasonable.) e. Credits: images, song artist and title. f. Use images that are large enough and not pixelly preview documentary to make sure it is clear. g. Make sure the transitions are not too fast. h. Narration must include reference to pressures and limitations of the immigrant group s setting. i. Narration must be historically accurate and include at least 10 words from the vocabulary list below: Melting Pot Salad Bowl Naturalization Ethnic Lure Steerage Alien (as in immigrant) Emigration Ellis Island Settlement House Urban Urbanization Sweatshop Discrimination Prejudice Assimilation Bilingual Manifest Ghetto Tenement Homeland Custom Anarchist Nativism Reform Immigration Heritage 4. Tri-Fold Board Visual: Take a screenshot of your documentary to add to your tri-fold board. Include word art with the #big idea. 5. Tri-Fold Synopsis: Use your research of your immigrant group s experience to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work and its historical origins, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board. NEIGHBORHOOD CARTOGRAPHER Create a 2D map or 3D depiction of the immigrant group s neighborhood and experience. 1. Research and recreate the historical New York neighborhood in which your immigrant group settled. You may recreate it with a three-dimensional depiction or two-dimensional map. 2. Choose one #big idea that captures the spirit of the neighborhood. 3. Include specific details in the project, recreating the setting - its pressures and limitations, along with any benefits. 4. Tri-Fold Board Visual: Take a picture of your creation to add to your tri-fold board. Include word art with the #big idea. 5. Tri-Fold Synopsis: Use your research of the neighborhood to write a synopsis of your work. Write a 5-sentence, detailed paragraph explaining your work, the pressures and limitations of the setting, and its historical accuracy, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board. 3 P a g e

MEMOIR OF SUCCESS Create a memoir by writing and performing a diary entry about the immigrant experience in the land of opportunity. 1. Using an additional 2 credible sources, research and write notes for the following questions, in order to develop a fictional first-person perspective (memoir) for a member of your immigrant group: I. What social, political, and economic opportunities were available to this group? a. Social opportunities: interactions/relationships, leisure activities, sports etc. b. Political opportunities: government/political positions, leadership/management positions, union leaders c. Economic opportunities: jobs, money, trade II. III. IV. Did this immigrant group assimilate (blend-in, adapt, adjust) easily to America? a. Were they willing to adopt American culture and forget their own culture? Was it easy for them to become American? Explain and give specific examples. OR b. Were they able to become American AND still retain (keep) elements of their old culture? Explain and give examples. Describe any actions (if applicable) taken by the government that positively helped/affected this group. Describe the achievements of immigrants from this group. Be specific. V. Why was America a land of opportunity for this group? 2. Choose one #big idea that captures the spirit of this experience. 3. Write a memoir (a fictional, first-person narrative) of 400-500 words capturing your experience as a member of this immigrant group. The memoir should be written like a diary entry, with vivid, specific details, and it must include the #big idea, pressures and limitations of the setting, and the information gathered in Step 1. 4. Tri-Fold Board Visual: Take a picture of yourself in costume to add to your tri-fold board. Include word art with the #big idea. 5. Tri-Fold Synopsis: Use your research from Step 1 to write a synopsis of your work. Write a 5- sentence, detailed paragraph explaining your work, the perspective of your memoir, and its historical accuracy, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board. 4 P a g e

MEMOIR OF DECEIT Create a memoir by writing and performing a diary entry about the immigrant experience in the land of disappointments and deceit. 1. Using an additional 2 credible sources, research and write notes for the following questions, in order to develop a fictional first-person perspective (memoir) for a member of your immigrant group: I. What social, political, and economic opportunities were available to this group? a. Social opportunities: interactions/relationships, leisure activities, sports etc. b. Political opportunities: government/political positions, leadership/management positions, union leaders c. Economic opportunities: jobs, money, trade II. In what ways was it difficult for this immigrant group to assimilate (blend-in, adapt, adjust) in America? a. How was it difficult to adopt American culture and forget their own culture? How difficult was it for them to become American? Explain and give specific examples. OR b. How come this group could never fully become American? AND how difficult was it for them to retain (keep) elements of their old culture? Explain and give examples. III. IV. Describe any actions (if applicable) taken by the government that negatively affected this group. Describe the disadvantages, problems, and hardships this group experienced once in America. Be specific. V. Why did America fail to live up to its name as the land of opportunity for this group? Why was America more of a land of deceit? 2. Choose one #big idea that captures the spirit of this experience. 3. Write a memoir (a fictional, first-person narrative) of 400-500 words capturing your experience as a member of this immigrant group. The memoir should be written like a diary entry, with vivid, specific details, and it must include the #big idea, pressures and limitations of the setting, and the information gathered in Step 1. 4. Tri-Fold Board Visual: Take a picture of yourself in costume to add to your tri-fold board. Include word art with the #big idea. 5. Tri-Fold Synopsis: Use your research from Step 1 to write a synopsis of your work. Write a 5- sentence, detailed paragraph explaining your work, the perspective of your memoir, and its historical accuracy, connecting this information to the chosen #big idea. Add the synopsis to your tri-fold board. 5 P a g e

Step 4: Tri-Fold Assembly IMMIGRANT GROUP Relevant picture Group TEES paragraph Relevant picture # big idea # big idea Film Festival Synopsis Film Festival picture Neighborhood Cartographer Synopsis Cartographer map or picture 6 P a g e

Step 5: Decorations & Costume and Step 6: Food Tasting As a group, find or create decorations, artifacts, and pictures for your exhibit, using the listed suggestions on the decorations page. Each group member is required to dress as a member of your immigrant group. Research an authentic dish of your immigrant group and bring in small food samples for a tasting. Decorations: Include as many of the following as possible. World map showing a specific group s path of immigration and settlement Flags from different groups or the group you are focusing on Primary sources: immigrant stories and diary entries of their experience Primary sources of immigrant passports Copies of photographs of immigrants Copies of immigration or other interesting documents such as birth or marriage certificates Samples of traditional arts/crafts/clothing Common phrases in your country's language with translations Costume: Dress like a member from your immigrant group during the time period studied. If you need help assembling your costume, see your English or social studies teachers. Food: Find an authentic recipe/dish from your immigrant group. Make or buy food samples for at least twenty people for our multicultural tasting. If bringing in samples is presenting a difficulty, see your English or social studies teachers. 7 P a g e

Step 7: Presentation Individually and as a group, practice your presentation, using the Conversation Starters below: PROFESSIONAL APPROACH (to entice visitor) Welcome to our fair! Let me tell you about my work! Can I tell you a little about <specific immigrant group>? Can I have a few minutes of your time? Did you know that <interesting fact on topic>? KNOWLEDGEABLE DISCUSSION (to inform visitor) Our immigrant group is Our research question was did America live up to its founding ideals? We found that for <specific immigrant group> America <did/didn t> live up to its founding ideals because In 18, immigrants from came to America because Did you know that <the who/what because the why >? ARGUMENT OF PERSPECTIVE (to persuade visitor) What do you think about immigration? Have you ever considered <the perspective of specific immigrant group>? Based on my research, I think that <my perspective>? ANALYSIS (to prove argument) Based on our research <describe your role research> According to <book, website, diary etc.> <explain research> My group chose <describe specific decorations> as representative of the <immigrant group s> experience because 8 P a g e

Credible Resources BOOKS 1. Use your textbook! Chapter 18, p. 620-629 2. Use the entire CART of books on immigrants. There s books on immigration in general as well as books on specific immigrant groups. INTERNET RESOURCES- MUST BE CREDIBLE SITES (.org,.com etc.) *more links and databases are available on the library link on Ms. V. s website under the Immigration tab* 1. Immigration in America, Library of Congress Breaks down immigration by specific ethnic group (on the left side are pictures of different groups, click on each picture to learn more about each ethnic group) http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/ german2.html 2. Destination America, PBS Breaks down immigration by time period. Includes who came, why they came, and where they came from. http://www.pbs.org/destinationamerica/usim.html 3. U.S. Immigration Before 1865, History Channel Gives a general overview of immigration. Also provides, videos, pictures, and speeches. http://www.history.com/topics/u-s-immigration-before-1965 4. Ellis Island Immigration, Ellis Island Foundation Breaks down specific groups and the time period they came. https://www.libertyellisfoundation.org/ellis-island-history 9 P a g e