Académique Documents
Professionnel Documents
Culture Documents
Subject:
Social Studies 5th grade
The students will be first examining a first hand quote from a Chinese immigrant
coming to the US during the gold rush. As a class the students and teacher will
discuss this quote. Students will then answer questions from the What Do You Know
handout that goes over in a broad context basic questions regarding the Chinese
discrimination and immigration into the US during the Gold rush. This will test their
knowledge to see how much they know about this topic. The students will then
watch a short clip that gives a foundation and intro to what the Chinese immigrants
faced as they migrated to the US during the Gold rush. During this time students
will be completing the before, during and after handout based on the YouTube clip
they are watching. Students will then be given either an image of an artifact,
picture or text of Chinese immigrants. Students will then ask each other in their
group, Document Based Questions examining the image given. Lastly students will
be given a poster for every four students and write one word with an image that
represents what these individuals felt that is depicted in the image given. Each
group will share their poster to the class. Both worksheet and handout will be each
worth 10 points for effort and completion, along with the poster that is worth 10
points as 5 points will be for the image drawn and five points for word chosen to
symbolize thoughts and feelings of what is depicted in the image.
Sub-objectives, SWBAT (Sequenced from basic to complex):
The student will be able to know how to formulate epistemology, source work or
empathy document based questions.
The student will be able propose questions both by themselves, in a classroom
discussion and with their peers in a group effort.
Key vocabulary:
Materials:
Civil Rights Acts
Immigrants
Immigration
Citizenship
Discrimination
Exclusion Act
Gold Rush
Minority
Poster Paper
Paper
Pencils
Colored markers
Eraser
What Do You Know? Worksheet
Quote Slip
Before/During/After Handout
Artifact, Text, or Photo Images
(Primary Source)
Access to internet for YouTube clip:
https://www.youtube.com/watch?
Primary Source
v=HhPeJKDcDXk
Artifact
Text
Photo
Opening (state objectives, connect to previous learning, and make relevant to real life)
To open this lesson the teacher will inform the students that they will be learning
about Chinese Immigration and the discrimination they faced during the Gold Rush.
The teacher will touch and introduce this topic. The teacher will discuss what the
Chinese immigrants faced migrating to the California during the Gold Rush, why this
occurred, how this impacted the civilization, population and settlement of these
immigrants to the US. The teacher will call on students that have questions or have
knowledge to share on this topic. The teacher will inform students they will
interactively engaged with their peers and as a class through worksheets, activities
and a group project.
I Teacher Will:
Student Will:
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Teacher will hand out a slip
Student will individually read
c
that is a quote from a Chinese
quote and write down in their
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immigrant coming to the US for
notebook what this quote means
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the first time.
to them.
o
Teacher
will
bring
the
class
Co-Teaching Strategy
Another teacher in the classroom will float around assisting students that may
need help or make sure that all students are completing instruction correctly.
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Differentiation Strategy
Students reading the quote from a primary source can help students
experience and have a mental picture of the emotion, thoughts and feelings
that the Chinese immigrants felt.
The YouTube clip can also help students jump in the shoes of a Chinese
immigrant as many artifacts are shown within the video.
Vocab terms that are used within the video or throughout the content of the
lesson as a whole will be shown and defined on the white board.
Teacher Will:
Student Will:
Co-Teaching Strategy
Teachers would walk around the classroom and make sure students are looking
closely at the images of artifacts, texts or pictures on Chinese immigrants.
Teacher would ask questions on what they see and what the image depicts.
Differentiation Strategy
Teacher listens to students in their group make Document Based Questions
and make sure students are basing their questions in either a epistemology,
source work or empathy way. Teacher can provide sentence stems for students
to articulate their DBQs.
Teacher Will:
Student Will:
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with a giant post it note for students to write a sentence or two on what they
learned from todays lesson. As students are writing on the parking lot the teacher
will Inform students that tomorrow they will build more on this content by reading
the novel The Coolies and writing a letter to the characters in this novel.