1.Title / Content Area: Immigration/Migration

2. Developed by: Beth Hartley

3. Grade Level: 6th gr ELL

4. Essential Question: Enduring UnderstandingOur nation constantly changes as a result of immigration / migration.

Essential Questions#1 How does immigration/migration create and change communities?# 2 What is the immigrant experience upon arrival in the U.S.?#3 What does one do to become a U.S. citizen/American?#4 How did the rise of the American labor movement and political movements reflect social and political change of the Progressive Era?

5. Contextual Paragraph

I will be facilitating a deeper understanding of Thanksgiving. First by doing a shared reading of the original petitions and declarations for having a day of thanksgiving as they evolved over time: from the early Boston colony document through Abraham Lincoln’s proclamation. We will be deconstructing the passages to look for vocabulary and language that tells us why they drafted the documents and what they expected to happen because of them.

We will combine the reading with some discussion and analysis of early paintings and later photographs that will document the chronology and evolution of our current holiday of Thanksgiving up to, even, the Macy’s parade.

The students will break into groups to discuss and analyze the different cultural family groups and how they did or might have celebrated Thanksgiving. They will create a bifold compare and contrast booklet.

Finally, we will write a 3- 5 paragraph essay (with illustrations) that describes how and why we celebrate the holiday today and how they have celebrated similar holidays in their own countries/communities in the past.

Teaching with Primary Sources - Annotated Resource Set 1

Annotated Resource Set (ARS)

Phase I

NOTE: not arranged in any particular order

6. Resource Set

"Royal Progress", Pilgrim Tercentenary Pageant, Plymouth,

Mass., 1921

Landing of Pilgrims 1620 Lincoln Proclamation1

1893

Lincoln Proclamation2 (cont) 1983

A Proclamation for a Day of Fasting and

Prayer, 1678

Washington’s Proclamation 1789

Photo for discussion ad presentation

Small group photo Read and discuss Read and discuss Read and discuss Read and discuss

http://lcweb2.loc.gov/service/pnp/pan/

6a27000/6a27400/6a27464r.jpg

http://loc.gov/pictures/item/95503144/

resource/cph.3g03305/

http://memory.loc.gov/cgi-bin/ampage?

collId=llsl&fileName=013/llsl013.db&recNum=764

http://memory.loc.gov/cgi-bin/ampage?

collId=llsl&fileName=013/llsl013.db&recNum=765

http://memory.loc.gov/cgi-bin/ampage?

collId=rbpe&fileName=rbpe00/rbpe003/00300700/rbpe00300700.db&recNu

m=0

http://memory.loc.gov/mss/mgw/mgw8a/124/0100/0132.jpg

Teaching with Primary Sources - Annotated Resource Set 2

The Faro Caudill [family] eating dinner in their

dugout, Pie Town, New Mexico (great

depression) 1944

Thanksgiving 1942 The first Thanksgiving 1621

Nyssa Japanese internment camp

Chinese family 1 Alternate Chinese Family

Photo for small group Photo for small group Photo for discussion Photo for small group Photo for small group Photo for small group

http://hdl.loc.gov/loc.pnp/fsac.1a34105

http://lcweb2.loc.gov/pnp/fsa/

8b04000/8b04600/8b04621r.jpg

http://loc.gov/pictures/item/2001699850/

resource/cph.3g04961/

http://loc.gov/pictures/item/fsa2000050214/PP/

resource/fsa.8c25077/

http://sunsite.berkeley.edu/cgi-

bin/flipomatic/cic/images@ViewImage?

img=chs00000801_116a

http://sunsite.berkeley.edu/cgi-

bin/flipomatic/cic/images@ViewImage?

img=chs00000410_116a

Notes/Comments:

Teaching with Primary Sources - Annotated Resource Set 3

Resource Set

Macy’s Turkey and Pilgrim

(Resource Title Here) (Resource Title Here) (Resource Title Here) (Resource Title Here) (Resource Title Here)

Photo for discussion (Context) (Context) (Context) (Context) (Context)

http://socialbutterflies.files.wordpress.com/2008/11/

thanksgiving.jpg

(Resource Link Here) (Resource Link Here) (Resource Link Here) (Resource Link Here) (Resource Link Here)

(Resource Title Here) (Resource Title Here) (Resource Title Here) (Resource Title Here) (Resource Title Here) (Resource Title Here)

(Context) (Context) (Context) (Context) (Context) (Context)

Teaching with Primary Sources - Annotated Resource Set 4

(Resource Link Here) (Resource Link Here) (Resource Link Here) (Resource Link Here) (Resource Link Here) (Resource Link Here)

Phase II

Foundations Annotations

7. Curriculum Connections

Curriculum Connection with Language Arts: the process of writing a personal narrative

8. Curriculum Standards

Alaska History Standard A: A student should understand that history is a record of human experiences that links the past to the present and the future:1) understand chronological frameworks for organizing historical thoughtand place significant ideas, institutions, people, and events within timesequences;

5) understand that history is a narrative told in many voices and expresses

various perspectives of historical experience;

8) know that history is a bridge to understanding groups of people and anindividual’s relationship to society; and

9. Content & Thinking Objectives

Teaching with Primary Sources - Annotated Resource Set 5

Language Objectives: Students will:

create a thematic word web @ Thanksgiving

read and discuss proclamations on the establishment of Thanksgiving

create a thematic vocabulary word wall with the words from the proclamations and documents we read and deconstruct

Write a 3- 5 paragraph narrative on “ How does/ will the Thanksgiving celebration make my family/ my community stronger?” using words from the word wall , as appropriate

Content Objectives: Students will:

Create a bifold booklet comparing and contrasting the original ways Thanksgiving was celebrated with current celebratory practices (includes pictures and text)

Demonstrate an understanding of the cultural nature of Thanksgiving and how and why people around the world celebrate similar days through their narrative

10. Learning Activities & Strategies

Anticipatory set – Theme web – “thanksgiving” quick write rally table, quickly writing down any word or phrase they think of @ Thanksgiving.

Group read and deconstruct the early passages for vocabulary and phrases that describe Why and What? (using related primary photos and art on overhead, passages copied on paper for highlighting)

Read How Many Days to America

Small groups, look at laminated pictures of families - some celebrating Thanksgiving , some in other contexts – and discuss their situation relative to how we celebrate Thanksgiving today. (Hope to spur some discussion about their own experiences)

Share and discuss site on Macy’s Thanksgiving Day Parade

Bifold page (compare and contrast) Discuss/draw what Thanksgiving “ looked like” in the “early days” and how it looks to them now. Use at least 10 vocabulary words from the generated list. Can use primary source pictures, if available for print.

Go back to theme web, add words. Pre-write personal narrative: “ How does/ will the Thanksgiving celebration make my family/ my community stronger?”

11. Assessment Strategies

Word webs and Vocabulary lists (formative)

Teaching with Primary Sources - Annotated Resource Set 6

Small group discussions (formative)

Bifold compare and contrast (serves as a pre-write) (can be summative and/or formative)

Essay with two-fold rubric: summative

One will be the 6 traits of writing for a narrative essay

The second part of the rubric would be the level that, in the essay the students incorporate their understanding of how Thanksgiving in the US has changed over the centuries and discuss how it now affects their understanding of the holiday and the way we celebrate it.

Other Resources

15. Web Resources

http://social.macys.com/parade2009/

16. Secondary Sources

I have a lot of print and visual material on Thanksgiving that I will use as resources including cross-cultural connections.

17. Print and Other Media Resources

Trade Book How Many Days to America by Eve Bunting

ARS Component Guide

Phase I ComponentsTeaching with Primary Sources - Annotated Resource Set 7

1. Title / Content Area: Provide the title of the ARS. If the title doesn’t explicitly denote the sets theme, please also provide a content area (e.g. Environment, Government, Immigration, War/Military, Women’s History, etc.).

2. Developed by: Provide your name and any other contributors to the ARS.

3. Grade Level: Provide the grade level(s) for which the set is to be taught.

4. Essential Question: Provide an essential question that encompasses the set theme and that could be used as a launching point for use in the classroom.

5. Contextual Paragraph for Resource Set: Provide a short paragraph explaining the resource set and describing the context in which the set is to be used

6. Resource Set: Provide titles, context, thumbnails and addresses for the specific resources. It isn’t necessary to provide a thumbnail for all resources (e.g. audio and video files). Important: Be sure to use a permanent URL for all resources (Refer to A2.6).

Phase II Components

7. Curriculum Standards: Provide local, state or national standards that could be addressed through the use of the ARS and subsequent activities

8. Curriculum Connections: Provide other curriculum areas to which this set of resources could be applied

9. Content & Thinking Objectives: Provide objectives to be met through the use of the ARS and subsequent activities

10. Learning Activities & Strategies: Provide specific strategies and learning activities which the ARS will be used to support

11. Assessment Strategies: Provide assessment methods which will be used to demonstrate student learning after the use of the ARS and subsequent activities

Other Resources

15. Secondary Sources: Provide any secondary sources that could be used to supplement the ARS

16. Web Resources: Provide links to any additional web resources that could be used to supplement the ARS

17. Print and Other Media Resources: Provide other resources that could be used to supplement the ARS

Teaching with Primary Sources - Annotated Resource Set 8