This lesson plan template outlines a 45-50 minute lesson for high school students on nativism and immigration. The lesson will focus on analyzing historical documents through the lens of the PERSIA framework, which examines the political, economic, religious, intellectual, social, and aesthetic aspects. Students will learn about nativist viewpoints by identifying these perspectives in historical songs, articles, and legal documents from the Library of Congress. The lesson will start with listening to a nativist song and identifying PERSIA components. Students will then complete a document analysis using their PERSIA charts in the computer lab. Understanding will be evaluated using a rubric assessing the quality, amount, and organization of information presented. The lesson can be adapted for

1. Lesson Plan Template
based on Understanding by Design by Jay McTighe and Grant Wiggins
Title of Lesson: Nativism and Immigration
Author: Kevin Staton Grade Level: 10-12
School: Francis T. Maloney High School Time Estimated: 45-50 minutes
Brief Overview The lesson centers on the political sentiment that surrounds nativist
reactions in the USA. Emphasis will be placed on how to analyze a
document that is nativist in nature.
Historical Inquiry How does the concept of nativism fit into the PERSIA format? PERSIA is an
Question acronym that addresses the following historical principles:
Political
Economic
Religious
Intellectual
Social
Aesthetic
Content Knowledge
As a result of this lesson, students will know:
Students will know how to recognize various factors that shaped nativism
based on an understanding of historical documents/articles that represent
nativist views.
Skills What are the specific skills developed by this lesson?
As a result of this lesson, students will be able to: Identify viewpoints that
characterize historical documents based on the PERSIA principles. For
example, students will pinpoint characteristics that give documents a
political, economic, or social tone, and provide justification for their choice.
CT Standards http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/ssfrmwk_10-6-
Addressed 09.pdf
CT Standard 1.6-High School
CT Standard 1.7- High School
CT Standard 1.9- High School
CT Standard 1.23- High School
CT Standard 1.26- High School
CT Standard 1.34- High School
CT Standard 1.39- High School
CT Standard 1.44- High School
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2. Prior Knowledge Students should have an understanding of the PERSIA concept:
Political
• Structure
• War
• Treaties
• Courts/Laws
• Leaders
• Popular participation
• Loyalty to leader
Economic
• State control on trade/industry
• Agriculture/Industry importance
• Labor systems
• Levels of Technology
• Levels of International Trade
• Gender and Slaves
• Money System
Religion
• Importance on societal interaction
• Holy Books
• Beliefs/Teachings
• Conversion – role of missionaries
• Sin/Salvation
• Deities
Social
• Family order – patriarchal, matriarchal
• Gender Relations – role of women, children
• Social Classes – slavery
• Entertainment
• Life Styles
Intellectual/Arts
• Art and Music
• Writing/Literature
• Philosophy
• Math/Science
• Education
• Inventions
Area/Geography
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3. • Location
• Physical
• Movement
• Human/Environment
http://historytech.files.wordpress.com/2009/10/persia-organizer.pdf
Resources needed Library of Congress Resources
http://frontiers.loc.gov/ammem/ndlpedu/collections/sm2/history6.html
(website reflects high American nativist sentiment through song)
http://memory.loc.gov/cgi-bin/query/h?
ammem/mcc:@field(DOCID+@lit(mcc/062))
(Nativism and the Know-Nothing Party)
http://memory.loc.gov/ammem/award99/cubhtml/cichome.html
(Chinese Exclusion Acts and nativism)
http://memory.loc.gov/ammem/award99/cubhtml/cichome.html
(Sunday school books that reflect nativist sentiment)
http://lcweb2.loc.gov/cgi-bin/query/r?
ammem/AMALL:@field(DOCID+@lit(edd98000024))
(song to be used for hook/warm up- Don’t Bite the Hand Feeding You)
Process of Lesson Explain how the lesson will unfold. Write this section so that another teacher
could follow your instructions.
Hook/Warm Up:Students will listen to nativist song “Don’t Bite the Hand that
is Feeding You” while reading the song lyrics.
Inquiry Activity: Students will then give feedback as to what PERSIA
components are evident in the song. The teacher will catalog these
responses on the board to give students a functional example to use for their
research on the Library of Congress website.
Application Activity: Students will bring printed copies of their PERSIA charts
to the computer lab. They will then select a website to complete an analysis
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4. of the documents included based upon the PERSIA format. Students should
be able to complete at least TWO documents in a class period, and the
assignment can be expanded to cover several days.
Evaluation How 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.
http://rubistar.4teachers.org/
*Rubric attached
Possibilities for How can this lesson be adapted for different learners (Visual, Spatial, etc.)
Differentiation or different classes (Honors, Special Education, English Language
Learners)?
ELL learners can participate in modified lesson with emphasis on
photographs instead of documents. Honors students can expand searches
to current day manifestations of nativism (Tea Party Movement). Lesson
can also be differentiated by student ability based on selection of source
documents, such as song lyrics as opposed to legal documents.
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5. Student Name: ________________________________________
CATEGORY 4 3 2 1
Quality of Information clearly Information clearly Information clearly Information has
Information relates to the main relates to the main relates to the main little or nothing to
topic. It includes topic. It provides topic. No details do with the main
several supporting 1-2 supporting and/or examples topic.
details and/or details and/or are given.
examples. examples.
Amount of All topics are All topics are All topics are One or more topics
Information addressed and all addressed and addressed, and were not
questions most questions most questions addressed.
answered with at answered with at answered with 1
least 2 sentences least 2 sentences sentence about
about each. about each. each.
Internet Use Successfully uses Usually able to use Occasionally able Needs assistance
suggested internet suggested internet to use suggested or supervision to
links to find links to find internet links to use suggested
information and information and find information internet links and/
navigates within navigates within and navigates or to navigate
these sites easily these sites easily within these sites within these sites.
without assistance. without assistance. easily without
assistance.
Organization Information is very Information is Information is The information
organized with organized with organized, but appears to be
well-constructed well-constructed paragraphs are not disorganized. 8)
paragraphs and paragraphs. well-constructed.
subheadings.
Notes Notes are recorded Notes are recorded Notes are Notes are recorded
and organized in legibly and are recorded. only with
an extremely neat somewhat peer/teacher
and orderly organized. assistance and
fashion. reminders.
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