IMMIGRATION
Day 3
City Life For Immigrants (2 day lesson)

Student Teacher -  Susan Tufts
Date Lesson Is To Be Taught -  08/13/98
Grade -  8, heterogeneously grouped
Lesson Topic -  City Life For Immigrants
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Materials -  Computer lab and internet time, note cards,
      large roll paper, markers, activity handout (City Life For Immigrants).

Instructional Model -  Direct Instruction and cooperative learning.

General Objective -  The students will be able to understand how 
      city life affected immigrants in both positive and negative ways by
      exploring a web site has text from a book the immigrant Jacob Riis wrote.(How the 
      Other Half Lives) (http:// www.cis.yale.edu/amstud/inforev/riis/title.html).

BACK UP PLAN:  If this site is not accessible the day of the lesson the class will
      visit a website produced about Ellis Island and immigration. (http://wwwald.bham.
      wednet.edu/museum/museum.htm).  If the web browser is busy and can not be used during
      class time the students will read additional information from a magazine I have about
      immigrants and use this info in lieu of the web information.

Specific Learning Objective -
•       The students will be able to describe the living and working conditions 
      for urban immigrants using information from the website about Jacob RIis.
•       The students will be able to identify groups that helped or took advantage 
      of immigrants using information from the wesite.
•       The students will be able to work cooperatively to create a visual 
      that shows how city life affected immigrants using information obtained
      from the website.
•       The students will be able to use P.E.R.S.I.A. as a guideline to guide their
      analysis of immigrants life in the city.

Expected Time Needed For Activities -
Length of class period - 40 minutes
•       Three minutes silence and initiation - 5 minutes
•       Brainstorm brief list of positives and negatives for immigrants in the 
      city - 5 minutes
•       Student lead discussion about how effective groups cooperate - 2 minutes
•       Explanation of the activity using website - 3-5 minutes
•       Cooperative learning teamwork using website - 20 minutes
•       Closure - 3 minutes

Initiation -  Hello!  Today we are going to explore how city life affected
     immigrants.  Remember we have 3 minutes of silence to write down the 
     homework and any questions you may have about the material.  Please
     pass your homework in quietly from last night.  (After 3 minutes)  We
     have been discussing how immigrants came to the United States during 
     a specific time period.   Who can name that time period?   (call on student   
    volunteer)  Yes, 1865-1900.  We have discussed some reasons why they came.
    What is one reason people came to the United States?  (calls on student 
    volunteer)  Yes, because they wanted more opportunities and choices.  
    Yesterday you read an article about Mary Antin's family.  Where did her 
    family settle?  (call on student volunteer)   Great, that's correct they
    settled in Boston MA.  Why Boston?  (call on volunteer)  Yes, because of the 
    many job opportunities.  Today we have an activity planned that will last
    two days.  We will break into teams and create visuals using information we
    will find on the internet about an immigrant we've read about in our textbook,
    Jacob Riis.  We will study how how city life affected immigrants.  
    First let's brainstorm some ideas about the positives and negatives about
    city life for immigrants.  Then we can begin using the computer so we can access
    the website!  Your teams will need to take notes and cite the information you 
    use from the website.  Let's begin our journey as immigrants!!

1.  Students brainstorm positives and negatives for immigrants in the city.  
2.  Students discuss how effective groups cooperate.  
3.  Students create a list of rules for teams.
4.  Students work on the website that is bookmarked onto the school's computers.  They
    will not be able to access any other sites, and will need to take notes and citations 
    while using the site.
    Second Day
5.  Students continue working on the website.
6.  Student volunteer reads numbers 1, 2, 3 and 4 on the activity sheet.  
    After each statement is read teacher clarifies assignment and answers 
    questions.  Teacher explains that teams will finish number 1 and start 
    brainstorming for number 2.  If they need paper and markers once they 
    have ideas on paper they can send one team member to obtain the items.
7.  Students count off 1,2,3,4 to create random teams.
8.  Students move quickly and quietly into teams to begin to choose roles
    and brainstorm ideas for their visual.
9.  Teacher reminds students of the rules and to keep the noise level to a 
    minimum.
10. Teacher facilitates teams by walking around the room and answers 
    questions.
11. With 5 minutes left in the class timekeepers tell teammates to finish.  
12. Teacher wraps up class by having each group contribute some ideas 
    they are working on for their visual.

Closure -  I'm glad to see the teams working hard.  Remember it is important
       to cooperate with eachother.  I saw some very interesting and creative ideas. 
       Group #1 share some ideas your team came up with for the visual from using the 
       website.  Great!  How about some other ideas?  (calls on volunteers)  Great!  Tomorrow
       we will break up into teams again and you will have time to complete the activity.  You 
       all be responsible for handing in your notes from your discussions and research. 
       Remember it is important to cite the information if it is not your own idea. 
       What I would like you to do when you go home is come up with some specific
       examples that you can use for your visuals.  If you continue to think about the 
       activity at home, you and your teammates will be able to be very creative
       tomorrow.  Have a good night!

  Evaluation-  I will evaluate the students by both notes taken from the website, the 
       team discussions and finally the  visual the group creates.  The students will have
       a handout explaining the final visual project and a rubric that explains the criteria  
       how project will be graded.  I think this project will help students become more 
       interested in the internet technology and resources available on the internet!!