Printable version: Teacher Instructional Plans
Title: “A Shared Story” of Philadelphia Immigration: Comparative study of early 1900s with early 2000s
Subjects/Course: U.S. History
Grade Level: 6th-8th
Big Ideas:
- Waves of immigration to Philadelphia in the early 1900s and later 2000s have essential similarities and differences.
- Oral histories are engaging and important primary sources for building historical understandings.
- Comparative historical research helps us to think like historians. Historians look for patterns- what has remained the same, what has changed, and why.
- Immigration stories of Pennsylvania enrich our collective state and personal identities.
Vocabulary:
“American dream” assimilation authorized/legal bilingual dialect
emigrant immigrant laborer labor union migrant
poverty strike unauthorized/illegal
Objectives:
Students will be able to-
- Identify misconceptions of Philadelphia immigration (slides)
- Develop an understanding of past (early 1900s) and present (early 2000s) immigration historical events and government policies (edpuzzle)
- Use oral history interviews to develop comparative skills and to draw conclusions about Philadelphia immigration
- Use a graphic organizer to collect chronological data of Philadelphia immigration waves
Lesson Essential Questions:
How are Philadelphia’s immigrants usually viewed/portrayed by society? Are these views accurate?
How do specific historical events and/or government policies (early 1900s and early 2000s) impact the story of immigration/migration to Philadelphia?
How do immigrants/migrants maintain old traditions and learn new traditions in Philadelphia?
What are some of the greatest challenges and rewards to immigrants/migrants to Philadelphia?
What contributions do immigrants/migrants provide to Philadelphia?
What similarities do the stories of immigration/migration to Philadelphia have over time?
What similarities do the stories of immigrants/migrants have in common with all Pennsylvania/Philadelphia residents?
Duration:
One to Five 45 minute class periods
Suggested Instructional Strategies:
I. Building Background (Day 1 if multiple days are available)
1). Use the Philadelphia Immigration Myths quiz on google slides or with the interactive peardeck for students to begin to identify what is known and unknown about Philadelphia immigration. Teachers can chart student predictions on a whiteboard or a large sheet of paper. To further clarify student understandings of myths, ask probing questions such as:
- Why do you think this is the case?
- What do you think would happen if…?
- What sort of impact do you think…?
- How did you decide/determine/conclude…?
- What is the connection between… and…?
- What if the opposite were true? Then what?
Teachers may also wish to complete a KWL chart for Philadelphia immigration with what students know, want to know, and learn about this unit.
2). Philadelphia Immigration Quizlet: Students can learn tier 3 vocabulary words and definitions with the group or individually.
3). Awakening (1900-1920) – Philadelphia: The Great Experiment Students can build additional background knowledge through the use of an edpuzzle to study early 1900s immigration.
(from www.historymakingproductions.com/philadelphia-the-great-experiment)
4). Waves of Philadelphia Immigration Student Graphic Organizer Students may build comparative background knowledge about previous vs. recent Philadelphia immigration using Pew Trusts data and charts.
5). Encyclopedia of Greater Philadelphia- Immigration (1870-1930): Additional reading if desired.
II. Comparative Study of Immigrant Stories
(MAIN PLAN of 1 day plan or day 2 of multiple day plan):
Students can be assigned to explore the “shared stories” or interviews with several different options:
- Each student can work alone and be assigned a certain number (1-6) of stories to explore
- Students work in pairs to listen to 1 old shared story to compare with 1 new story of a classmate
- Students work in pairs to listen to 1 old/1 new (2) shared stories to compare with 1 old/1 new (2) of a classmate (learn a total of 4 stories)
- Students work together in groups of four (complete 1 journey) to compare 2 old stories to 2 new stories
- Students work in groups of six (complete one journey) to compare all 6 with one another
**My Visual Journal Sheet** (2 pages- main assignment)
- Students read/listen to the stories and answer questions.
- Students then complete a graphic organizer (page 2) to compare and contrast multiple interviews with their own lives.
Instructional Procedures:
Depending on the grade level and ability of each class, activities can be facilitated as independent work, collaborative group work, or whole-class instruction.
III. Assessment of Knowledge (Day 3 of 3 day plan or day 5 of 5 day plan)
Students may be assessed using the following options:
- Completion of graphic organizer (alone or with group)
- Verbal presentations of new understandings
- Completion of a compare/contrast writing activity:
Use two of the “Shared Stories” you have listened to or read and compose a compare/contrast piece. Your writing should discuss the similarities and differences of the two stories (use your graphic organizer). Choose three of the nine themes to discuss from the graphic organizer. Use interview-based evidence by providing examples and quotes from both interviews to support your ideas. Your piece should clearly communicate how the similarities of these time periods are more important than the differences.
Other tips:
Students may wish to include the personal reflection from their own lives.
Higher level students may choose to create a thesis statement.
Related Materials and Resources:
Learning for Justice: Ten Myths About Immigration
Philadelphia’s Immigrants: How they are and how they are changing the city, Pew Trusts
Nearpod Lesson for National Migration Policies
Welcome to America: A Philadelphia Guide for Immigrants and Refugees
Immigration: Stories of yesterday and today and Ellis Island
The Immigrant Experience from Experience of Northwestern University
Teach/Learn Immigration History
Pennsylvania Dept of Ed: Supporting Immigrant Students
The Economist: How Immigrants Can Save Dying Cities
Business Insider: Animated Map Shows History of Immigration to the U.S.
Standards/ Eligible Content:
PA Academic History Standards
Standard 8.1.8.A: Continuity and Change; Compare and contrast events over time and how continuity and change over time influenced those events
Standard 8.1.8: Points of View; Compare and contrast a historical event using multiple points of view from primary and secondary sources
Standard 8.2.8.D: Conflict and Cooperation; Pennsylvania History: Compare and contrast examples of how conflict and cooperation among groups and organizations impacted the history and development of Pennsylvania.
PA Core Standards
Standard 8.5.6-8.A. Cite specific textual evidence to support analysis of primary and secondary sources.
Standard 8.5.6-8.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Standard 8.5.6-8.G. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
