One Nation…..

5th Grade
Meadowthorpe Elementary School
Developed by: Suzanne Davis and Alison Calhoun

Organizer

How have immigrants influenced and continue to affect the culture of the United States?

Academic Expectations and Demonstrators

1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 

Use writing as a learning tool.

Use a process approach to writing.

Express thoughts/ideas through verbal and/or symbolic representation.

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Practice formal presentation for a specific audience and purpose.

Practice appropriate verbal and nonverbal behaviors.

Engage in informal communications.

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

Express information and ideas using technology.

Gather and manipulate data using technology.

Use technology to display information in various ways.

Use a variety of technologies in various ways.

2.16 Students observe, analyze, and interpret human behaviors, social groupings and institutions to better understand people and the relationships among individuals and among groups.

Recognize and respect various individual and group belief systems.

Identify cultural bias and stereotyping.

Identify a social problem and seek positive change.

Recognize roles within various social groupings.

Recognize family similarities and differences.

2.17 Students interact effectively and work cooperatively with many diverse ethnic and cultural groups of our nation and world.

Investigate how our society is influenced by a variety of cultures.

Recognize that culture is learned.

Describe cultural universals, similarities and differences.

Explore the uniqueness of the individual.

4.5 Students demonstrate an understanding of, appreciation for, and sensitivity to a multi-cultural and worldview.

Interact effectively with a variety of people.

Describe cultural similarities, differences and contributions.

Recognize the uniqueness of individuals and cultures.

5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.

Generate a variety of ideas and products.

Supporting Academic Expectations and Demonstrators

1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

1.2 Students make sense of the variety of materials they read.

1.13 Students make sense of ideas and communicate ideas with the visual arts. 

2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. 

2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. 

4.1 Students effectively use interpersonal skills.

4.2 Students use productive team membership skills.

5.3 Students organize information to develop or change their understanding of a concept. 

6.1 Students connect knowledge and experiences from different subject areas.

6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Essential Questions
  1. What is culture?
  2. Why did early Europeans come to the United States in the 1700’s?
  3. Why did immigrants come to the United States in the late 1800’s?
  4. In what ways have immigrants influenced the culture of the United States?
  5. What contributions of ethnic and cultural groups do you see in our community, state, and nation?
  6. How are cultures today in the United States alike (compare) and how are they different (contrast)?

Culminating activity

At the end of this unit you will prepare a presentation about your immigrant group for the entire school. This oral presentation will include:

The presentation should include the following information:

It must also include 7 of the following items:

Optional

Scoring Guide

Information
40 points
(Web page, PowerPoint, brochure, booklet)

Points Possible

Points Earned

Organization

10

  

Content Knowledge*

15

  

Grammar and Spelling

5

  

Neatness

5

  

References

5

  
     

Presentation
50 pts

    

Communicates Content Knowledge

15

  

Organization

10

  

Creativity

10

  

Eye Contac

5

  

Voice

5

  

Appropriate Behavior

5

  
     

Teamwork
10 pts

    

Listening to Others

2

  

Participating

2

  

Respecting

2

  

Sharing

2

  

Appropriate Group Behavior

2

  
 

Subtotal

  
 

Total

  

*Content knowledge: Two points for each of the seven student selected requirements. One point awarded for the basic country information.

Knowledge (Core Content)

Culture is the way of life shared by a group of people, including their ideas and traditions. In America’s multicultural society, students need to understand that culture influences viewpoints, social rules, and social institutions.  

SS-E-2.1.1 Language, music, art, dress, food, stories, and folk tales help define culture and may be shared among various groups.

SS-E-2.1.2 Elements of culture (e.g., language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives.

SS-E-2.2.1 All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

SS-E-4.3.1 Human populations gather in groups of different sizes and in different locations in the world.

SS-E-4.3.2 Humans usually settle where there are adequate resources to meet their needs (e.g., areas with water, fertile land, protected land, different modes of transportation).

SS-E-5.2.2 People explored and settled America and Kentucky for multiple reasons (e.g., freedoms, opportunities, fleeing negative situations).

AH-E-1.2.31 Identify similarities and differences in musical elements used in the music of different cultures, including instruments unique to each culture.

AH-E-2.2.31 Explain how dance has been a part of cultures and time periods throughout history.

AH-E-2.2.33 Describe, using appropriate terminology, differences and commonalities in dances of different cultures, purposes, and styles.

RD-E-4.0.6 Locate and apply information for authentic purposes. 

WR-E-1.4 Transactive Writing

Technology Standards

T2.1 Extract information appropriately and record citations

T2.1.1 Download information

T3.1 Use proper citations

T3.2 Communicate responsibly and respectfully

T4.4 Locate information using the Internet

T4.4.2 Access and navigate web sites

T4.4.3 Use Boolean logic with various search engines/tools

T4.4.5 Locate and use video and audio information

T4.5 Navigate within an operating system or software

T4.7 Locate information from application software (word processor)

T5.2 Evaluate information using electronic references

T5.3 Evaluate information from the Internet

T5.6 Enter and edit word processing information

T6.1 Select appropriate software for a task.

T6.2 Publish information on the Internet.

T6.4 Use a Word Processor to present information.

T6.5 Create a presentation or product using application software.

Skills and Procedures

Instructional Activities

Timeline for Unit
 

Mon

Tues

Wed

Thurs

Fri

Week 1

January 7 – 11

Social Studies:

Read and discuss text: What is Culture?, pages 8 - 11

Writing:

Pretest: Open Response #1

Social Studies: Divide into groups, select countries and define roles

Technology:

Davis

10 – 10:30 Research Country

Social Studies:

Read Text: Early Europeans, pages 224 –227

Reading: Read aloud Molly’s Pilgrim

Social Studies: Text: Primary and Secondary Sources, pages 226-227

Reading: Read aloud How Many Days to America?

Writing: Write a letter explaining why you would want to become an indentured servant.

Technology:

Calhoun 10 – 10:30 Research Country

Social Studies: Text: Hardships and Reasons Why Europeans Came to U.S. in 1500’s, answer questions 1-4, page 227

Reading: Read aloud How Many Days to America?

Simulation:

How They Got There, Immigration, page 27

Technology: Combined 8 – 9:30 Research Country

Week 2

January 14 – 18

Social Studies: Read Text: Immigration in the 1800’s, pages 546 - 551

Reading: Immigrant Kids

Language Arts: Borrowed Words, Immigration, pages 49 – 50

Social Studies: Read and Discuss Text: Immigration in the 1800’s, pages 546 - 551

Reading: Immigrant Kids

Technology: Davis

10 – 10:30 Research Country

Social Studies: Video: Ellis Island and Angel Island

Reading: Statue of Liberty, Immigration, pages 59 – 66

Writing: Open Response #2

Social Studies: Compare and Contrast Immigrants of 1800’s and early 1900’s

Reading: Immigrant Kids

Writing: Write a letter home from an immigrant who has just arrived in New York City or San Francisco

Technology: Calhoun 10 – 10:30 Research Country

Social Studies: Ellis Island Simulation, Immigration, page 62

Reading: Read Aloud: If Your Name Was Changed at Ellis Island

Technology: Combined 8 – 9:30 Research Country

Week 3

January 22 - 25

No school

Social Studies: Groups work on research and preparing their projects.

Technology: Davis

10 – 10:30 Start Tech. Project

Social Studies: Groups work on research and preparing their projects.

Writing: Open Response #3

Math: Immigration Statistics, Immigration, pages 56 - 59

Social Studies: Groups work on research and preparing their projects.

Technology: Calhoun 10 – 10:30 Start Tech. Project

Social Studies: Groups work on research and preparing their projects.

Simulation: Citizenship Test, Immigration, page 63

Technology: Combined 8 – 9:30 Work on Tech. Project

Week 4

January 28 – February 1

Social Studies: Groups work on research and preparing their projects.

Writing: East and West Coast Immigration Picture Prompts, Immigration, pages 53 – 55

Social Studies: Groups work on research and preparing their projects.

Technology: Davis

10 – 10:30 Finish Tech. Project and Practice Presentation

Social Studies: Groups work on research and preparing their projects.

Writing: Open Response #4

Social Studies: Groups work on research and preparing their projects.

Technology: Calhoun 10 – 10:30 Finish Tech. Project and Practice Presentation

Presentations

Writing:

Posttest: Open Response #1 (or Monday)

Critical Resources

Literature

How Many Days to America? By Eve Bunting

If Your Name Was Changed at Ellis Island, by Ellen Levine

Immigrant Kids, by Russell Freedman

Molly’s Pilgrim by Barbara Cohen

Teacher Resources

Immigration (Thematic Unit). Patricia Sima, Sharon Coan, Ina Massler Levin, and Karen Goldfluss. Teacher Created Materials, 1993. ISBN 1-55734-234-4

Student Text

United States: Adventures in Time and Place McGraw Hill, 2001.

Preparation and Practice: Kentucky Core Content Test – Adventures in Time and Place McGraw Hill, 2001.

Technology

Internet Access

Microsoft FrontPage

Microsoft PowerPoint

Microsoft Publisher

Support Personnel

Technology Resource Teacher

Librarian

Microcomputer Resource Technician

Principal

Professional Staff Assistants

 

Open Response Questions

Open Response #1

5th Grade

Culture and Society

Immigration

People who move from one country to another are called immigrants. Immigrants from many different countries come to the United States in the 19th century.

Identify one group of people that has immigrated to the United States.

Explain two ways that their culture continues to influence our lives today.

 

Open Response #2

5th Grade

Culture and Society

 

Culture is the way of life shared by a group of people. It includes their beliefs, customs, and traditions.

Name two different cultures.

Describe TWO ways these cultures are alike and TWO ways these cultures are different. Use details to support your answer.

 

Open Response #3

5th Grade

Customs

 

A new student in your class has recently moved from another country. The student is not familiar with the culture of the United States.

Explain three American customs or traditions that would be important for the new student to know and understand.

Discuss why it is important for the new student to understand these customs and traditions.

 

Open Response #4

5th Grade

Immigration

Between 1861 – 1920 millions of immigrants flooded Ellis Island in New York Harbor. There they were checked by immigration officials and judged on their ability to start a new life in America. Explain why these people came to America and what they did to start a new life.

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