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Olga rodriguez tenement house

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Olga rodriguez tenement house

  1. 1. Lesson Plan Template <br />based on Understanding by Design by Jay McTighe and Grant Wiggins<br />Title of Lesson: Immigration to the United States 1800-1900-Tenement HouseAuthor: Olga M. RodriguezGrade Level: 9-12School: Maloney High School, Meriden, CTTime Estimated: 1-2 days<br /><ul><li>Brief OverviewStudents will research and think about what life was like in a tenement house. After discussion with teachers and classmates the students will write a research project about Immigration and tenement house in the 1800’s, using their own experiences and primary sources.Historical Inquiry QuestionWhat is the historical question that you and your students are investigating? The historical inquiry question should explore some aspect of historical complexity: multiple perspectives, multiple causations, or change and continuity over time.How the immigrants lived in a tenement house in the 1800-1900’s?What life was like in a tenement house?How families would live in a tenement house?Content KnowledgeWhat specific content knowledge will students acquire as a result of this lesson?As a result of this lesson, students will know: To describe the diverse origins of immigrants to the US in the late 1980’s and early 1900’s To recognize the importance of immigration in the US History.To identify factors that worked against immigrants to the United States.Identify the similarities and differences of all the immigrants.Tenements Houses description of the life of an immigrant family and relate to their own experiences.SkillsWhat are the specific skills developed by this lesson?As a result of this lesson, students will be able to:-read and comprehend primary and secondary sources.-relate the information read and observed to their personal history,-understand the complexity of the immigrant life in the US in the l800 -1900’s.-interpret and write about immigrants living in tenement houses.CT Standards Addressedhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/ssfrmwk_10-6-09.pdfStandard 1-Content Knowledge : Knowledge of concepts and information from history and social studies is necessary to promote understanding of our nation and our world. 1.1 Investigate the causes and effects of migration within the United States (e. g. westward movement, African American Diaspora, urbanization, suburbanization).1 Demonstrate and understanding of significant events and themes in United States History. Standard 1.9-Assess the significance of the evolving heterogeneity of American society (e.g. role of immigrants, cultural pluralism, contributions of minority groups.)Standard 2.1-Find relevant and accurate information from a variety of sources to answer a history/social studies question.Prior KnowledgeAre there specific knowledge or skills the students must have before they begin this lesson?The students with the teacher will define vocabulary words related to immigration and tenement house:Boarder: a person who receives meals and lodging in exchange for payCitizen: a member of a nation or countryCrockery: dishes used for cooking and /or mealsImmigrants: people who come to a new country to settle thereTenement: a building with rooms (or set of rooms) for separate families, often in a poor section of a city.Urban: having to do with citiesResources neededLibrary of Congress Resources (with title and permanent URL (include thumbnail image of resource))Go to the Urban Log cabin website: http://www.thirteen.org/tenement/logcabin.htmlGo to Images from Googles image: http://www.google.com/images?hl=en&q=tenement+houses+in+cities+were&bav=on.2,or.r_gc.r_pw.&wrapid=tlif130246263116510&um=1&ie=UTF-8&source=og&sa=N&tab=wi&biw=1029&bih=590Other resources: See attached hand-out***please include copies of hand-outs at the end of your lesson***Process of LessonExplain how the lesson will unfold. Write this section so that another teacher could follow your instructions.Hook/Warm Up: Brainstorm with the students in the board what life was like in a tenement house. Venn Diagram similarities and differences before/now.Inquiry Activity: Immigrant Life in tenement houses during 1800-1900’sWhat do you think was the hardest part of an immigrant’s life?What do you think the best part was?Use a strategy discussed during the workshop or other inquiry method that incorporates some guiding questions that will help students use the historical reading skills. (see handout)Sourcing: The authors are showing the readers in the tenement house pictures the conditions and difficulties immigrants had. What can we learn about the author’s point of view, motives or intentions?Close Reading: What does the overall tone or message of the documents?Contextualization: When did the events in the pictures occurred? Who is the audience? Why these documents are important?Corroboration: What documents or pictures? Why?Application Activity: Students will look for pictures or any reference or information, diary, letters available in the internet, Library of Congress, regarding tenement houses during the 1800-1900’s What will students create to demonstrate mastery of material?The students will select a picture or draw a picture and describe in their own words, their level and the language English or Spanish. The research project will demonstrate mastery of the topic: Tenement house.EvaluationHow will you know that the lesson was successful? Describe what type of student assessments you will use to evaluate understanding. Include the rubric you will use.The student will provide a history research project that will discuss the tenement house in the 1800’s in depth and explain in their own words/drawing/pictures their insight on this subject. The process itself will provide the students the experience in addition, the writing of the research project.Rubric is attached.Possibilities for DifferentiationHow can this lesson be adapted for different learners (Visual, Spatial, etc.) or different classes (Honors, Special Education, English Language Learners)?.-The students can be differentiated with the following:Research work in the internet and look for pictures of examples of tenement houses available for honors and special education depending of their levels and IEP plan.The English Language Learner will describe each picture of each family using the vocabulary learned in the lesson.</li></ul>Name_____________________________ Date_________________________<br /> <br /> <br />Immigrant’s Tenement House Research Project<br />In this activity you will think about what life was like in a tenement house.<br />l. Go to the Urban Log Cabin website: (http://thirteen.org/tenement/logcabin.html).<br /><ul><li>Read the introduction to “The Urban Log Cabin” section, then click on one window in each building to learn about a family that lived there. Write a description of each room to be part of the research project.</li></ul>2. Go to Go to Images from Googles image: <br />http://www.google.com/images?hl=en&q=tenement+houses+in+cities+were&bav=on.2,or.r_gc.r_pw.&wrapid=tlif130246263116510&um=1&ie=UTF-8&source=og&sa=N&tab=wi&biw=1029&bih=590<br /><ul><li>Select an image or images that describe your feelings or your experience and describe at least 3 of them with a classmate. Write a description on each image for the research project.</li></ul>3. Look up the following words in the dictionary/internet:<br /><ul><li>Boarder:
  2. 2. Citizen:
  3. 3. Crockery:
  4. 4. Immigrants
  5. 5. Tenement:
  6. 6. Urban: </li></ul>4 .This research history project will be evaluated with the rubric attached. <br />

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