Disciplinary vocabulary lesson plan fred thomas


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Disciplinary vocabulary lesson plan fred thomas

  1. 1. Disciplinary Vocabulary Strategies 8th Grade Social Studies US Migration and Immigration Fred Thomas
  2. 2. Vocabulary Notebook Words and Concepts Congregate Bourgeoisie Indentured Servant Emigration Immigration Internment Jim Crow Laws Manifest Destiny Mason Dixon Line Migration Nativisim Persecution Primary and Secondary Sources Residential Segregation Refugee Steerage Tenement Urbanization
  3. 3. Common Core States Standards English Language Arts Standards » History/Social Studies » Grade 6-8 Key Ideas and Details: • CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. • CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. • CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure: • CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
  4. 4. Common Core States Standards English Language Arts Standards » History/Social Studies » Grade 6-8 CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas: • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. • CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. • CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity: • CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
  5. 5. Sunshine State Standards – 8th Grade History SS.8.G.4.2 - Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.3 - Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. SS.8.G.4.4 - Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.4.5 - Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time. SS.8.G.4.6 -Use political maps to describe changes in boundaries and governance throughout American history.
  6. 6. Investigate: Text 1 Fiction Read this short article entitled: Immigration US Immigration Before 1965 http://www.history.com/topics/u-s- immigration-before-1965 Are there any parts this article that appear to reveal the writer’s personal opinion, if so, which parts? Look up the following words using the online etymology dictionary. Be prepared to discuss their origins •Indentured •Congregate •Persecution Online Etymology Dictionary: http://www.etymonline.com/index.p hp?allowed_in_frame=0&search=ind enture&searchmode=none
  7. 7. Investigate Video 1 Fiction Growth, Cities, and Immigration: Crash Course US History #25 http://www.youtube.com/ watch?v=RRhjqqe750A Write a short story or draw a picture that includes these concepts: • Bourgeoisie • Tenement
  8. 8. Investigate Text Fiction 2 Migration “Trail of Tears” Primary and Secondary Sources • A primary source is a document or object written or created during the time period or event that is being studied. These sources were present during that period. Some types of primary sources include: (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records Poetry drama, novels, music, art Pottery, furniture, clothing, buildings, etc. • A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias , etc. Small Group Activity: • Read the article “Trail of Tears” found at: http://www.angelfire.com/va2/pathways/tearstr.html • Break into your assigned small groups and decide whether this is a primary or secondary source. Each group will present their conclusion and rationale to the class.
  9. 9. Investigate Map 1 Fiction Trail of Tears Routes Retrieved from: http://filipspagnoli.wordpress.com/2011/04/16/human-rights-maps-130-the-trail-of-tears-the-story-of-indian-removal/
  10. 10. Trail of Tears Map Activity Individual activity: Approximately how long would it take you to walk 1,000 miles? How much would this change if your entire family – parents, grandparents, siblings, aunts, uncles and cousins – were with you? Be prepared to explain how you arrived at your answer. Note: The average can person walk about 3 to 4 miles per hour.
  11. 11. Investigate Text 3 Fiction Read the short essay on the Trail of Tears and answer the questions that follow: Westward Expansion: Trail of Tears This handout can also be found at: http://www.readworks.org/sites/default/files/passages/820_westward_expansion_the_trail_of_tears.pdf
  12. 12. Investigate: Video 2 Fiction Video: Up South: African-American Migration in the Era of the Great War. http://www.youtube.com/watc h?v=--8N42vDDTM Key Terms: • Jim Crow Laws • Mason-Dixon Line • Urbanization Small group activity: Discuss how each of the above terms or concepts impacted the migration of African Americans from the south to the north at the beginning of the 20th century.
  13. 13. Investigate Map 2 - Fiction Whole class activity: Name some way that this migration pattern continues to influence American society today?
  14. 14. Vocabulary Assessment 1. Bourgeoisie 2. Indentured 3. Emigration 4. Immigration 5. Internment 6. Jim Crow Laws 7. Manifest Destiny 8. Mason Dixon Line 9. Migration 10. Nativisim 11. Persecution 12. Primary and Secondary Sources 13. Refugee 14. Steerage 15. Tenement  A large building that has apartments or rooms for rent and that is usually in a poorer part of a city  To confine or impound especially during a war  A return to or emphasis on traditional or local customs, in opposition to outside influences  The periodic passage of groups of animals (especially birds or fishes) from one region to another for feeding or breeding  A contract binding one party into the service of another for a specified term  The belief that the US was a chosen land that had been allotted the entire North American continent by God  The state boundary between Maryland and Pennsylvania: surveyed between 1763 and 1767 by Charles Mason and Jeremiah Dixon; popularly regarded as the dividing line between North and South, esp. between the free and the slave states before the American Civil War  The middle class.  The section of a passenger ship, originally near the rudder, providing the cheapest passenger accommodations  The systematic practice of discriminating against and segregating Black people, especially as practiced in the American South from the end of Reconstruction to the mid-20th century.  One who flees in search of refuge, as in times of war, political oppression, or religious persecution  To leave one country or region to settle in another  To enter and settle in a country or region to which one is not native  The act or practice of persecuting on the basis of race, religion, gender, sexual orientation, or beliefs that differ from those of the persecutor.
  15. 15. Wrap-Up Activity Wrap-Up Activity Click on the “readwritethink” logo below to create a friendly letter. Your letter should be written in the first-person (I, me) and from the perspective of an Immigrant coming to American during 1900s, a Native American on the Trail of Tears or an African- American moving from the South at the beginning of the 1900s. Please include at least 5 terms from the vocabulary list.