Introduction

Essential Question:

 * How does migration affect the lives of people and the character of places?**

Preview:
Students will complete Preview 8 in their Interactive Students Notebooks. Students will draw several arrows on their maps representing people and family that they know that have migrated from various countries around the world. They may use other maps to locate particular countries. Students will share their answers with their group. Next, open up a classroom discussion about student homelands, reasons why their families/friends came to the United States and personal experiences about this transition. Lastly, explain that just as the people that they named on their maps moved fromone place to another and had various reasons for doing so, the same is true for people around the world.

Activate Prior Knowledge:
Activity 1 Students have studied immigration to America in 5th grade. Use this educational video to activate prior knowledge about why people migrated to America. It shows the origins and volume of immigrants entering the United States from colonial times until 1920, the reasons for immigration, the adjustment of immigrants to like in the U.S. and the drastic reduction of immigration caused by the Act of 1924. Key words for discussion after video: immigrants, Ellis Island, New York City, peasants, poor farmers, religion, examination, customs officials, medical examination, tenement, immigration, Dept of Justice, Immigration office, oath of citizenship, new citizens, Statue of Liberty

Immigration to America This video can be viewed in full screen by clicking on icon to right of voice bar. Students will take notes on this video using the immigration to America document below. Jigsaw questions. Group students and assign 4 questions per group. Allow time for students to discuss and share their answers within groups. Students will report out to the class their assigned questions. The teacher will conduct an open classroom discussion about the video and the students' responses to the guided questions. For instructions on a Jigsaw activity go to Jigsaw Activity

Additional Resource media type="custom" key="24456844" Activity 2 (credit to Lisa Casaletto Forestdale School) Designate opposite corners of your classroom and place a sign up for "agree" at one end and "disagree" at the other. State the following and ask students to stand on the side of the room that accurately reflects their opinion. Invite students on each side to share their thoughts, opinions and stories after each statement. Asks students to write in their 2 column notes and reflect on this experience. They can then share their thoughts with a partner.
 * Immigrants take American jobs.
 * All immigrants need to speak English.
 * All immigrants are happy to come to the United States.
 * All immigrants migrate for the same reasons.
 * All immigrants must change their name to an "American" name.

Introduction and Graphic Organizer:
Students will read section 8.1 of Geography Alive. Ask students to identify four details in the photograph that relate to what they just read. Students will examine the map showing migration routes to the United States. Ask the following questions: -What do you see? -What do the arrow represent? What does the thickness of the arrow represent? -Where are the arrows going to, and where are the coming from? -For what reasons might people come to the United States? -What are some ways that the Unites States might be affected by all this migration? -How might the countries where the arrows begin be affected by this migration?

Students will summarize in their notebooks using the 3 Minute Pause Learning Strategy. Focus on the Essential Question: How does migration affect the lives of people and places? 1. Summarize Key Points So Far 2. Add Your Own Thoughts 3. Pose Clarifying Questions (1 or 2 questions)

Homework: Immigration Dolls
Students will use the paper doll outline creating a representation of themselves. They will need a photograph of their face to paste onto the paper doll. Students will decorate the doll to represent the culture of their homeland. On the front of the doll, students will provide the following information: their name, country, primary language, secondary language and 1 cultural tradition they would like to share. Assign 1 or 2 nights for this assignment to be completed. Next class: Students will place their doll along the edge of a large world map that will hang on a bulletin board within the classroom. Each student will place a push pin into the country of origin and use a piece of yarn to connect the doll to the homeland. Graph the results on the board or chartpaper. Which countries represent the most students? the least? Bulletin board may be completed with flags of these countries and languages spoken.

Optional Resources:
World Mapmaker Teachers can use this site to create a digital world map to represent the various homelands of students. Use a projector and a teacher computer and model how to create a digital map. This map can then be embeded into a teacher's wiki page.

Zeemaps Teachers and students can create an interactive map adding personalized markers. These maps can be published to a website or wiki. Again this site can be modeled using one computer and a projector. A super activity in a computer lab were students can interact with this site with their own computer.