1. Tyler Dornink
Lesson Plan Methods
Immigration to the United States in the 1900s
4/16/15
Title: Immigration into the United States
Instructor: Tyler Dornink
Grade: 10th Grade
Objective:
a. Students have the opportunity to learn about immigration in the 1900’s.
b. Students will learn about the push/pull factors for the immigrants in their countries
c. Students will look at the hardships of immigrants coming to this area
d. Students will study why certain demographics would move into certain areas of the
United States
e. Students will grasp why the United States was such a large area of immigration at
this time.
f. Students will also learn about the backgrounds of immigrants from different nations.
g. Finally students will study hardships of immigrants today trying to become citizens
Anticipatory Set:
a. Group discussion on where each student thinks their family is from and how they
came to the area they are now.
b. And then an individual quickwrite on what other specific things students want to learn
about a nation a family members that immigrated to the United States.
Teaching:
a. Input
i. Give examples of how my family came to the United States.
ii. Watch a brief video on the invasion of the beach.
iii. Give statistics showing death rates and injuries during invasion.
b. Modeling
i. Put students into small groups and assign them topics/nations ex. (England,
France, China, or wherever they would like).
ii. Let students discuss why they should choose a certain nation
c. Checking for understanding
i. Bring all students back together and discuss what their groups collaborated about.
Then discuss as a class.
Closure: At the End of the project
a. I will ask the students to present and write a two page paper to give in front of class.
b. I want my class to understand the hardships that immigrants had to go through to
become about of the United States.’
c. I want all of my students to see the variety of diverse groups moving to the U.S.
Standards

2. C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain
rights and responsibilities of citizens
C.12.16 Describe the evolution of movements to assert rights by people with disabilities,
ethnic and racial groups, minorities, and women
C.12.15 Describe and analyze the origins and consequences of slavery, genocide, and
other forms of persecution, including the Holocaust
Differentiation:
Look into different learning styles
There are three main types of learning styles: auditory, visual, and kinesthetic. Most people
learn best through a combination of the three types of learning styles, but everybody is
different.
Tuesday of Project:
Narrow Down which country each group is going to focus their research on.
b. Analyze what a push is and how it would affect people in their area of
research.
c. Main focus on the country they are originally coming from
i. Irish Potato famine
ii. Lack of food and jobs to support a family
d. Lack of farm land the country
e. Or political short comings
Wednesday:
Focus on pulls
i. Religious Freedom
ii. Ex. Jews
iii. More Jobs
iv. Concentrated areas of other immigrants in that area
v. Hardships of immigrants
c. Language barrier
d. Lack of money
e. Leaving family behind

3. Thursday:
i. Look into centration areas for their groups
ii. Which part of the country that immigrant usually traveled too
iii. What jobs were available at this time for immigrants in that area.
Friday:
I. Study on struggles of immigrants now
II. Look at which regions have the most immigrants today
III. Look at why people have issues with new immigrants coming into the country.
Monday/Tuesday:
Work Day for presentation
Wednesday-Friday if need be: Beginning of Presentations in front of class