Thematicunit 1

IMMIGRATION
An 8th grade Thematic Unit

3 content areas you will integrate:
Language Arts
Mathematics
Social Studies

Introduction:
Immigration is a very important topic to learn about for the youth in our country. Especially in
current times, immigration is a very important and controversial topic that the students will face in
their everyday lives whether it be directly through having immigrant parents or being immigrants
themselves, or whether it is seen/heard on the news and in everyday conversations by the adults in
their lives. Because this is such a politically charged topic, there are many misconceptions and
differing opinions involved and it is crucial that our youth learn as much as they can about this topic
so that they can form their own educated thoughts and opinions. On a personal level, this topic is
inherently relevant to anyone living in America. Either someone from their family must have
immigrated here at some point, or if they are Native Americans, their ancestors have been directly
impacted by immigrants.

Essential Questions:
What does it mean to be an immigrant in America?
How does immigration impact the United States?
How has the immigration experience in the United States changed over time?

Activation: Focus students attention and assess their prior knowledge (upon introduction of the
unit).
As a class, we would do a quick KWL on immigration, but this would then be more comprehensively
supplemented by the introductory lesson. The Immigration Mythbusters is going to act as the
activation of the unit. At the beginning of the lesson, students perform a gallery walk which asks
them to give their thoughts/comments/reactions to various ideas about immigration. This serves as a
way to assess what the students currently know and think about various issues surrounding
immigration.

Common Core State Standards and Illinois State Standards (if applicable) addressed:
Math:
CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships between
two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight
line, and informally assess the model fit by judging the closeness of the data points to the line.
CCSS.Math.Content.8.SP.A.3 Use the equation of a linear model to solve problems in the context of
bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a
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biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each
day is associated with an additional 1.5 cm in mature plant height.
CCSS.Math.Content.8.F.B.4 Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret
the rate of change and initial value of a linear function in terms of the situation it models, and in
terms of its graph or a table of values.
CCSS.Math.Content.8.F.B.5 Describe qualitatively the functional relationship between two quantities
by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch
a graph that exhibits the qualitative features of a function that has been described verbally.

Language Arts:
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense
or humor.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.8.3b Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format for
citation.

Social Studies:
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and
secondary sources.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially,
comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose
(e.g., loaded language, inclusion or avoidance of particular facts).
Illinois Social Studies Standards:
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18.B.3a: Analyze how individuals and groups interact with and within institutions (e.g., educational,
military)
18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common
beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights)
18.C.3b Explain how diverse groups have contributed to U.S. social systems over time
16.A.3b Make inferences about historical events and eras using historical maps and other historical
sources.
16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and
Supreme Court decisions
16.C.3b (US) Explain relationships among the American economy and slavery, immigration,
industrialization, labor and urbanization, 1700-present.
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social
history including famines, migrations, plagues, slave trading.
14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to
municipalities, states and the nation.
14.F.3a Analyze historical influences on the development of political ideas and practices as
enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights
and the Illinois Constitution.

Lesson 1: Immigration Mythbusters
Content Area(s): Social Studies
Lesson Objectives: Students will
Analyze myths surrounding immigration in order to challenge associated stereotypes.
How does this lesson adhere to your essential question(s) and how does it empower your students
to further consider the question?: This lesson asks students to consider common misconceptions
about immigration, some which they may have themselves, and get to the root of these myths in
order to gain a better understanding of the experience of an immigrant. It also allows students to
begin to empathize with the issue of stereotypes that immigrants face.
Instructional Materials:
Immigration myths handout
(http://www.tolerance.org/sites/default/files/general/tt_immigration_myths.pdf)
Chart paper
Markers
Instructional Strategies:
Gallery Walk
Jigsaw
Activating Prior Knowledge
Cooperative Learning
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Authentic Assessment
Assessments (Formative and/or summative): I can assess students preconceptions about immigration
and their understanding of the truth behind these myths by observing what they are writing on the
chart paper. Students are also presenting a specific myth to the class, which can assess their
understanding about the origins of the myth and the facts behind it. Students will express their
knowledge about these myths through the creation of a Mythbusters episode.
Summary/Brief Description: One of the ten myths will be written on a piece of chart paper and hung
up around the room. In small groups, students will do a gallery walk and may record
counterexamples, where the myth comes from, who benefits from the myth, etc. on the chart paper.
After students have visited each station, distribute the handout to the class and inform each group
that they are going to explain to the class one myth (whatever myth each group started with is their
myth to learn about.) Students will then create a Mythbusters episode addressing these myths that
will be shown to various audiences of their choosing (school, churches, families, YouTube, etc.)
Lesson 2: Immigration Tales
Content Area(s): Language Arts
Lesson Objectives: Students will...
Prepare and conduct an interview
Create a narrative of your an immigrants story
to further consider the question? This lesson has children consider what it means to be an immigrant
in the United States by hearing multiple stories of immigration.
Paper or digital way to record interview questions and answers
Various ways for students to present their stories (projector, computer, elmo, etc.)
Chart paper
Markers
Modeling
Gradual release
Assessments (Formative and/or summative): I can assess how the students decide which information
is important to telling this immigration tale during our question brainstorming session. They will be
required to hand in their interview questions and answers, and will have a rubric for their
presentations of the narratives.
Summary/Brief Description: I will share with students a first-person narrative that I wrote during
college about my familys immigration to the United States from Ireland. I will explain to the
students that they will be creating and sharing their own immigration tales, but that they first must
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do an interview in order to obtain information. As a class, we will brainstorm questions that could be
asked during these interviews. Students may choose to tell their own familys immigration tale, or
the tale of a friend, neighbor, etc. Students will present their narrative in a medium of their choosing
(song/rap, poem, written story, prezi, powerpoint, etc.). After each presentation, students will add a
pushpin to a world map that will be displayed in the class. The pushpin will have a string that runs
from our current location to the country their family came from. This class immigrant map will help
reinforce that all Americans have immigrant stories, and that we all also have our landing place in
common.

Lesson 3: Return to Sender - Poems for Two Voices
Content Area(s): Language Arts / Reading
Compare and contrast two characters using a Venn diagram
Create a poem for two voices about Tyler and Mari
to further consider the question? Students consider experiences of United States immigrants by
comparing the characters of Tyler (born an American citizen) and Mari (an undocumented
immigrant).
Return to Sender by Julia Alvarez
Venn diagram handout
Paper or computer to write poems
Modeling
Collaborative learning
Assessments (Formative and/or summative): I will assess the students understanding of the lesson
throughout the brainstorming sessions, and when asking the students to identify characteristics of
the poem. I will be assessing the students on their poems as well, and they will have a rubric to
follow.
Summary/Brief Description: Students will read the book Return to Sender by Julia Alvarez. This book
tells a story about what happens when Tylers dad gets into an accident and his family decides to hire
undocumented Mexican workers to help run the farm. Maris father is one of the workers, and she
and her family move into a trailer on the farm. Tyler and Mari form a friendship despite their cultural
differences. In this lesson, I will first introduce the genre of poems for two voices. I will hand out an
example poem, and ask the class to tell me what they are noticing about this poem. I will then show a
clip on YouTube of a performance of this poem. I will model how to first brainstorm ideas for their
poems by beginning to fill in the Venn diagram for Tyler and Mari. We will then brainstorm one or
two more together, and then the class will pair up with a partner, complete the Venn diagram, and
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write their own poem for two voices about the characters in the book. Students will be given the
option to perform their poem, or record their poem, for extra credit.

Lesson 4: Immigration Legislation
Research and teach the class about a specific piece of legislation that has affected
immigration.
to further consider the question? By studying the legal components of immigration, students will
gain a better understanding of the legal requirements for immigrants and how these have changed
over time.
Elmo for projecting presentation
Handout/sign-up list of legislation choices
Chart paper (KWL)
Markers (KWL)
KWL / Activating background knowledge
Assessments (Formative and/or summative): I will assess the students informally during the
discussion and how they consider the different viewpoints surrounding the legislation. Students will
also be assessed on their presentation of a specific law using a rubric on the information covered.
Summary/Brief Description: Class will create a KWL on immigration legislation. Teacher will present
upon one specific law, The Naturalization Act of 1790. Class will discuss this legislation and
specifically how this legislation affected immigrants at the time, why this law may have been created,
and who benefitted from this law. Students will be given a list of immigration-related legislation
from which they will choose one specifically to learn about in detail and present to the class, focusing
on the three questions mentioned previously.

Lesson 5: Latino Immigration in the United States
Content Area(s): Math
Graph data of latino immigrants in the U.S.
Determine a line of best fit for this data, and they equation that describes this line
Use a linear model to interpret data, make conclusions and predictions
to further consider the question? This lesson has students analyze the growing population of Latino
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immigrants in the United States, which forces them to consider both changes in immigration rates
over time and what effect this has on the United States.
Graph paper
Pencil
Ruler
Handout with data and questions
Modeling
Gradual Release
Assessments (Formative and/or summative): Students will be assessed on their Latino immigration
problem including their ability to correctly plot the graph, create a line of best fit, find the equation
for that line, and interpret the data.
Summary/Brief Description: Teacher will model how to plot data into a graph and use this graph to
determine the line of best fit. Teacher will then model how to write an equation for this line, and
make predictions where there is no further data. As a class, make observations about this graph and
answer questions related to the data. Students will then be given a set of data on the Latino
immigrant population over time. They will then plot the data, create a line of best fit, and an
equation for that line. Students will then answer questions that will ask them to interpret the data
and make predictions, with an emphasis on using their data to justify their responses.

Lesson 6: Demographics of Immigration / Census Data
Analyze U.S. Census data, focusing on immigration demographics
Calculate percentages regarding historic and current U.S. immigration trends and patterns
to further consider the question? This lesson has students analyzing immigration trends in the U.S.
from 1850-1990. This allows students to learn how immigration data has changed throughout U.S.
history, and consider what has caused these changes.
US Census data, 1850-1990
Graph paper
Paper
Pencils
Model / Think Aloud
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Gradual Release
Assessments (Formative and/or summative): Students will be given a rubric which they can use to
guide them through the creation of all graphs. The whole group and small group graphing process and
discussions will be used for formative assessment, and the individually created graph will be used as
a summative assessment for this lesson. Specifically, the rubrics will focus on accuracy of
percentages, precision of graphing, appropriately chosen scales, and overall clarity of graph.
Summary/Brief Description: Teacher will begin by having the class look at the various Census tables,
and facilitate a discussion around what each table represents and why they are all important. Class
will also discuss best way to display this information in a graph is with percentages due to overall
population increases throughout history. Class will first focus on, Nativity of the Population and
Place of birth of the Native Population. Teacher will model through a think aloud how to read a table
like this and determine what is important for our study. Teacher will continue to model how to take
this information, and create a bar graph based on the percentages of the population that were
native-born and foreign-born throughout U.S. History. Students will then work in groups to create
their own bar graphs of percentages using the Region of Birth of the Foreign Born Population, with
each group focusing on a specific region. Finally, students will individually choose a specific country
within their region and repeat the process for that country. A small set of interpretation questions
will accompany the graphs.

Lesson 7: Tenement Housing
Work as a team to mathematically represent aspects of the average tenement apartment
Interpret calculations to determine what tenement life was like
to further consider the question? This lesson has students gain a deep understanding of what life was
like in tenement housing that many immigrants lived in during the 30s and 40s.
Readings from Tenement Museum website
Whiteboards
Paper
Pencils
Jigsaw
KWL
Assessments (Formative and/or summative): Students will be assessed on their ability to participate
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and contribute within their team, and will grade each other on this aspect of the project. Students
final findings will be assessed using a rubric which will focus on accuracy of calculations,
interpretations of data, and clarity of presentation of findings.
Summary/Brief Description: As a whole group, the class will read through selected readings from the
Tenement Museum website which provides historic information about tenement living in New York
City during the 30s and 40s. After the readings, the class will be split into small groups (about 4-5)
and each group will have a task which will help us gain a better understanding of tenement life during
this time. For example, one group will be in charge of calculating dimensions of the tenement
including objects which would be commonly found in a tenement (bed, table, etc.). Another group
might be in charge of calculating the amount of space a single body occupies and considering how
this amount of space changes with the number of tenants. The whole class will create a KWL in order
to brainstorm tasks and information for each group to find and calculate. Finally, each group will
share their findings with the class in an agreed upon format which fits the topic (EX: graph, chart,
diagram, diorama, etc.).

Lesson 8: Immigration WebQuest
Gain an appreciation for immigrant cultures by obtaining information about said cultures
Broaden idea of the immigrant experience by reading about multiple experiences
Navigate a web page in order to obtain information
to further consider the question? This lesson requires students to learn more about the specific
cultures of various immigrants which helps build appreciation for said immigrant cultures. This allows
students to further understand how various cultures differ from their own American culture, and how
this difference in culture plays a large role in an immigrants experience.
Computers
WebQuest handout
Pencils/Pens
Cooperative learning
Assessments (Formative and/or summative): Teacher will use the completed WebQuest handout to
assess the students ability to locate and understand the information.
Summary/Brief Description: Class will begin to watch the PBS series, The New Americans, (Note:
this is a 7-hour series, so class will only be able to watch a part of it). Teacher will very briefly preview
for students the PBS website, The New Americans, which accompanies the documentary. Students
will work with a partner to explore the website in order to answer a series of questions provided on
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the WebQuest handout and learn more about the immigrants in the documentary.

Lesson 9: Arriving at Ellis Island
describe requirements for immigrants at Ellis Island
gain personal experiences to relate to the immigrant experience at Ellis Island
to further consider the question? This lesson has students experience first hand the inspections that
immigrants were forced to go through at Ellis Island in the early 20th century. This dramatization
allows students to create a stronger connection and sense of the immigrant experience during this
time.
Handout
Various station supplies (questionnaires, eye exams, etc.)
Dramatization
Assessments (Formative and/or summative): Upon completing the activity, students will complete a
handout which will have factual and reflective questions about each station. We will also debrief as a
class about the experience, and students will share their thoughts.
Summary/Brief Description: Teacher will tell the students that there has been a new policy passed
and in order to go to high school, they must pass a series of mental and physical inspections (use
examples similar to ones listed the book If your name was changed at Ellis Island), and if they do not
pass they must stay in 8th grade. Teacher then will ask if students have any questions about this, and
after acting for a short while, inform students that this was a joke, but that it was not a joke for
immigrants at Ellis Island in the early 20th century. Students will each be given a passport and
grouped into families (some students will also be assigned various illness and ailments). The
students will then make their way through stations (Interview, Medical exam, math exam, reading
exam, etc.) which will be run ideally by parent volunteers. If they pass a checkpoint, they will move
to the next; however, if they do not pass they must make their way to an area of the room considered
detainment/hospital, or return to the ship. Students who make it all the way through will have to
pay, and will be welcomed to America.

Lesson 10: Political Cartoons
Content Area(s): Language Arts
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Interpret political cartoons
Determine importance of political cartoons and when/why they are used
Identify elements of political cartoons
to further consider the question? Students must recall and reflect upon the various immigration
aspects and experiences they have learned about in order to interpret and create the political
cartoons.
Minimum of three immigration political cartoons
Historical background handouts to accompany cartoons
Handout with cartoon and guiding questions to answer
Paper
Markers, colored pencils, etc.
Modeling / Think aloud
Gradual release
Assessments (Formative and/or summative): The students handout with questions which was
completed with a partner will be collected and assessed, as well as their created political cartoon.
Students will be assessed on their ability to portray an immigration event/issue and include/identify
various language arts skills used.
Summary/Brief Description: Show any example of a political cartoon, and model with a think-aloud
how to interpret the cartoon. Then introduce and explain what a political cartoon is, when they are
used, and some language arts tools commonly used in them. Introduce a series of questions that can
be used when analyzing political cartoons (i.e. what images do you see? what event is this referring
to? what is the artist trying to say?). Be sure to also identify the language arts skills included in the
cartoon. Provide a new political cartoon involving immigration to introduce, and give a brief
background and details surrounding the event being portrayed. As a class, interpret the cartoon and
use the previous questions as a guide. Students will then pair up and decipher a third immigration
cartoon (teacher should provide historical background again). Students will then individually create
their own immigration-themed political cartoon, along with a brief description of the message they
were creating and what language arts skills they used.

What do you see as a culminating project that would demonstrate students growth in their
understanding of the underlying concepts of the unit (i.e. your essential questions)?

As a culminating project, I want students to be able to have an element of choice in how they present
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their understandings of the unit concepts. We will host a Melting Pot night where all parents,
family, and community members will be invited to come and have the students show them what they
have learned. Students will be given a list of ideas for their contribution to the night (EX: making a
PSA, researching how another culture has blended with American culture, performing a
poem/song/rap, etc.) and will also have the option to create their own idea with approval from the
teacher. There will be a general rubric to follow for the project and the project must address one of
the essential questions that we have been studying throughout the unit. The purpose of the night
will be to bring faculty, students, families, and communities together under the idea of immigration
and promote the common bonds that we all share as Americans.

Resource Bibliography:
Book: Alvarez, J. (2009). Return to sender. New York: Alfred A. Knopff.
PBS Documentary: The New Americans
PBS Website: http://www.pbs.org/independentlens/newamericans/
Immigration Myths handout from tolerance.org:
http://www.tolerance.org/lesson/immigrationmyths
Immigrant to interview
Family volunteers for Ellis Island Experience lesson
U.S. Census Data: census.gov
Readings from tenement website: http://www.thirteen.org/tenement/
Political cartoon: The Mortar of Assimilation (1889)
Political cartoon: The Anti-Chinese Wall, by F. Graetz
Political cartoon: Show Me Your Papers (2010), by Mike Luckovich

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IMMIGRATION

An 8th grade Thematic Unit

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