Making A New American Stew, author(s):Cynthia Fauss, Grade 5, Subject Area: Social Studies, Mark spaces on the classroom floor which represent the size of an immigrant cabin in steerage. Have groups of children ( groups representing the size of immigrant families ) sit in the spaces to experience what it would be like to be confined in such a space. While they sit, read to them from a journal which describes the sights, sounds, smells, etc. they would also experience on such a voyage.

Making A New
American Stew

Cynthia Fauss
Social Studies Learning Unit
Grade 5

LU Title: Making A New American Stew	Author(s): Cynthia Fauss
Grade Level: 5^th Grade	School Address: St. Mary’s School Prospect. St. Clinton, NY 13323
Subject Area: Social Studies	School Phone/Fax: 315-853-6196

CONTENT KNOWLEDGE

Declarative	Procedural

Identify reasons why immigrants came to the U.S.	Create graphic representation of % of immigrants from different countries or regions
Identify countries or regions where people came from	Represent physically the conditions experienced during the voyage to America
Describe experiences of immigration-voyage, entry process, adjustment once here Identify contributions of immigrants to American culture and society Learn steps involved in conducting a successful interview	Organize data from questionnaire Conduct interviews with immigrants or regions

ESSENTIAL QUESTIONS

Why has America become such a " melting pot " ?
How would your life be different if your ancestors hadn’t come to America ?
What was it like to come to America as an immigrant ?
How have immigrants changed America ?

INITIATING ACTIVITY

Mark spaces on the classroom floor which represent the size of an immigrant cabin in steerage. Have groups of children ( groups representing the size of immigrant families ) sit in the spaces to experience what it would be like to be confined in such a space. While they sit, read to them from a journal which describes the sights, sounds, smells, etc. they would also experience on such a voyage.

LEARNING EXPERIENCES

Immigration. To identify prior declarative knowledge on the subject and to begin acquisition of new information. Read the Social Studies textbook chapter on immigration. Brainstorm to fill in a K-W-L graphic organizer, which will be looked at again upon completion of the unit.
Steps in conducting an interview. View a clip of a program such as " 20/20." Chart what the interviewer did to make the interview work ( e.g. eye contact, redirection if info is not obtained, etc.). Generate a key list to follow. Plan questions to ask at interview, based upon information obtained in L.E. # 1.
Practice conducting an interview : Review list of good interview techniques. Interview a partner and evaluate self and partner on a checklist. Debrief ( get feedback). Try again with a new partner, using knowledge gained from debriefing.
Plan interview using declarative information obtained in L.E. # !.
Conduct interview with an immigrant.
Identify reasons why people came to the U.S. through use of teacher lecture, textbook, CD-ROM " If Your Name Was Changed At Ellis Island…" , classroom discussion. Use a graphic organizer to display information, Students will also read an assortment of books relating to the immigrant experience.
Round-table discussion comparing the experiences new immigrants to America have had with the experiences of Native Americans whose lands were gradually taken over by those immigrants and their descendants. Divide class in half and tell the half who will " speak " for the Native American point of view to prepare their positions by reviewing Social Studies chapters about westward expansion , especially as it related to the Native Americans.
Generate a questionnaire to administer to all school families, to determine countries or regions of origin. Brainstorm to generate questions.
Identify where people came from ( Narrow focus : Our School Population ). Administer questionnaire ( L.E. # 7 ). Collect and organize data obtained.
Use computer software ( " The Cruncher " is a great program designed to teach children how to use a spreadsheet. Or you can use the spreadsheet from a general program such as ClarisWorks or Microsoft Works ) to generate a graph showing % of families from various countries or regions of origin.
Create a " living diorama " of an immigrant cabin in steerage. Students will collect and assemble props to represent the conditions in which immigrants traveled to the U.S.
Make an ethnic cookbook to show one area of contributions immigrants have made to American culture. Students will do research in library, from family members, and on the Internet to obtain recipes. They will use a word processor such as ClarisWorks to publish their cookbook.

Internet recipe source possibilities :

Use Alta Vista™ search engine " Ask Alta Vista™ a question " feature. Ask it " Where can I find recipes ?" and the first response will be " Where can I find recipes from _______ cuisine ? " There will be a list of 70 different types of cuisine, from African to Welsh. Choose the country or region you want and then click on " Answer."
Visit web address http://www.yumyum.com On the Home Page, click on " Keywords, " then find the region or country you are looking for such as " British " or " German," and you will obtain a list of recipes from that country or region.

CULMINATING PERFORMANCE

Students will write a first-person essay. Teacher will review steps in writing an essay and explain that this essay should express some aspect or aspects of the experience an immigrant to America had. Essay preparation would include the creation of a fictional character who would be " writing " the essay. Focus would also center on what makes an essay first-person.

Assessment: Rubric ( see below )

CONNECTION TO LEARNING STANDARDS

Content Area: Social Studies
Level: 5^th Grade (intermediate)

UNIT THEME:

Immigration : Making A New American Stew

Standard: Social Studies Standard # 1-

Understand major eras and themes in U.S. and N.Y. State history

Standard: Math, Science, Technology Standard # 2-

Access, generate, process information using technologies

Standard: English Language Arts Standard # 2

Literary response and expression

Standard: Arts Standard # 1

Creation and performance in the arts

Assessments :

Social Studies Standard # 1 – Teacher-created test consisting of short answer and essays questions based upon the essential questions, which students were given at the beginning of the unit.
Arts Standard # 1- This unit was created to coincide with a school-wide

" Learning Fair," which parents attend. Parents fill in a survey requesting their informal assessment of the " Living Diorama " ( L.E. # 10 ). Questions with a

" 5-Excellent," "4-Very Good," etc. , ranking obtain specific input as to the effectiveness of the presentation.

English Language Arts Standard # 2- Writing Rubric for assessment of culminating activity, see below :

Writing Rubric for Assessment of Culminating Activity:

Elements	Planning and Organization	Sentence Structure	Language / Vocabulary	Mechanics *
Weights
4	Developed topic in an interesting and imaginative way. Demonstrated a logical plan of organization. Develops ideas fully using examples, reasons, details, and explanations.	Consistently showed skillful use of sentence structure.	Consistently used specific, vivid language and varied vocabulary.	Made limited or no mechanical errors.
3	Developed topic using an acceptable plan of organization. Satisfactorily developed ideas using examples, reason, details, and explanations.	Used sentence variety.	Used specific language and some varied vocabulary.	Made few mechanical errors.
2	Developed topic but demonstrated weakness in organization. Demonstrated weakness in the development of ideas.	Used some sentence variety.		Made some mechanical errors which did not interfere with communication.
1	Attempted to develop topic. Lacked plan of organization and supportive details.	Attempted to use complete sentences	Attempted to use appropriate language and vocabulary.	Made many mechanical errors which interfered with communication.

* Mechanics includes capitalization, punctuation, grammar, spelling .

Sources:

Scholastic " Smart Books " CD-ROM If Your Name Was Changed At Ellis Island

Davidson Software, " The Cruncher 1.1

Books : ( all Scholastic ) :

Journey to America by Sonia Levitan

Across America on an Immigrant Train by Jim Murphy

Immigrant Kids by Russell Freedman