Immigration
Age 9-11: Concept 2 - Diversity and Interdependence: Unit 2

Coming to America meant a new life for the millions who came in search of freedom and opportunity. Examine the motivations behind those that made the decision to come to the New World. Empathize with their struggles as you read firsthand accounts and analyze photographs. Appreciate the diversity of culture and thought that has shaped our country and does so to this day.

This unit can be used independently, but it is also designed to be used concurrently with the literature unit for A House of Tailors.

Other Items You May Need

The Age 9-11 social studies units utilize a Timeline of American History to enhance your child's understanding of the chronology of American history.
$4.99 #531 Timeline of American History

Prerequisites

  • Able to read and comprehend novels at a late 5th or 6th grade reading level
  • Able to write multiple paragraphs on a topic
  • Usually used by children in fourth or fifth grade

Table of Contents

  • Lesson 1: Ellis Island Immigrants (3 Days)
  • Lesson 2: Immigrants in American History (2 Days)
  • Lesson 3: Reasons for Immigration
  • Lesson 4: Immigrant Jobs
  • Lesson 5: Daily Lives of the Immigrants (2 Days)
  • Lesson 6: Other Ports and Recent Immigration (2 Days)
  • Final Project: Coming to America (2 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Create visual aids including graphs, charts, tables, timelines, illustrations, and maps. (Social Studies)
  • Describe how individuals, events, and ideas have changed communities over time. (Social Studies)
  • Describe the ethnic impact of settlement on different regions of the United States. (Social Studies)
  • Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions. (Social Studies)
  • Describe the religious and ethnic impact of settlement on different regions of the United States. (Social Studies)
  • Develop historical comprehension through drawing upon diverse sources for historical learning. (Social Studies)
  • Engage in historical analysis by considering multiple perspectives. (Social Studies)
  • Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. (Social Studies)
  • Explain the significance of selected ethnic or cultural celebrations in the community and the nation. (Social Studies)
  • Explain when, where, and why groups of people colonized and settled in the United States. (Social Studies)
  • Hypothesize how the differences and similarities among people have produced a diverse American culture. (Social Studies)
  • Identify challenges, opportunities, and contributions of people from immigrant groups. (Social Studies)
  • Identify examples of cultural interaction within and among the regions of the United States. (Social Studies)
  • Identify scientists and inventors who have created or invented new technology. (Social Studies)
  • Identify the challenges, opportunities, and contributions of people from immigrant groups. (Social Studies)
  • Identify the economic motivations for European exploration and settlement and identify their challenges, opportunities, and contributions. (Social Studies)
  • Identify ways of earning, spending, and saving money. (Social Studies)
  • Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States. (Social Studies)
  • Summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity. (Social Studies)
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