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Challenged by Change: Embracing

our Heritage (U3L1)


Emily Mills
0

Last Updated: February 22

About This Lesson


DESCRIPTION

Gain a new understanding of migrant workers and immigrants in Mexico and the United States.

PREREQUISITES

An understanding of Mexico and some understanding of immigration/migrant workers.

ESTIMATED TIME
45 minutes

Potential Use
PURPOSE:

Classroom Instruction

GRADES:
6

CONTENT AREAS:
English/Language Arts

COMMON CORE:

College and Career Readiness: Anchor Standards

Goals
INSTRUCTIONAL GOALS
Recognizing the diversity that has helped to make America a country rich in ideas, traditions,
and customs will enable us to appreciate how we are shaped by our own heritage, experiences,
and the people we encounter.

OBJECTIVES

Students will observe various types of media sources in order to construct initial responses to
the essential questions of change, challenges, and opportunities.

VARIABILITY

Provide students with sentence starters to generate ideas for their KWL chart.

Discuss the KWL chart as a class if students are having trouble coming up with the answer on their own.

Additional resources on immigration:

Early Immigration and Immigration Laws

Why is There Such a Backlash Against Immigrants?

Assessments
FORMATIVE ASSESSMENTS

Students will observe various types of media sources in order to construct initial
responses to the essential questions of change, challenges, and opportunities.
Challenged By Change worksheet

SUMMATIVE ASSESSMENTS
PBA Unit 3.1

Instructional Methods
OPENING

Introduction
Discuss as a class the essential questions:

How can change present challenges for individuals?

How can change present opportunities for individuals?

How do community and culture influence an individuals development?

How do community and culture influence an individuals perspective?

DURING
Guided Practice

Introduce the unit title: Challenged by Change: Embracing Our Heritage.

Generate a class definition of community and culture. Discuss with students a


connection between these words and the unit title.

Create a KWL chart on the board with the students. (Go over what each section means
Know, Want to know, Learn)

Introduce the subject of the chart, migrant workers/immigration. Discuss what migration
means.

Provide students 5-7 minutes to list everything they know migrant workers/immigration in
the K column.

Provide students 5-7 minutes to note anything they might want to learn about migrant
workers/immigration. Have students share their questions and /or topics of inquiry and add
these to the class chart.

Inform the students they will watch a Safari Montage clip about immigration, during
which they are to add important details to the L column of their chart.

Play chapters 1 and 2 of Immigration and Cultural Change from Safari Montage.
Have students share ideas and information that they added to their charts and add these
to the class chart.

CLOSING

Refer back to the essential questions and discuss what they have learned about
immigration and change.
Distribute Challenged by Change worksheet for students to complete independently.

Materials
MATERIALS AND SUPPLIES
Computer (device) and projector to view chapters 1 and 2 of Immigration and Cultural Change
from Safari Montage.

KWL chart written on the board.

Challenged by Change worksheet.