Title: Immigration: Why Did They Come? -- Author(s): Elizabeth Billittier, Jill Burns, and Margaret Miller -- Grade Level: 5th and 6th -- Subject Matter: Immigration Spreadsheet/Technology/Social Studies -- Synopsis: Students will analyze immigration trends / waves by entering data in a spreadsheet, creating bar and pie graphs, determining the time period of greatest immigration for a given nationality.

Title III Learning Experience

LE Title: Immigration: Why Did They Come?	Author(s): Elizabeth Billittier, Jill Burns, Margaret Miller
Grade Level: 5,6	School : St. Patrick
Topic/Subject Area: Immigration Spreadsheet/Technology/Social Studies	School Address: 354 Elizabeth Street Oneida, NY 13421
Email: stpat@tds.net	School Phone/Fax: 315-363-3620/315-363-5075

LEARNING CONTEXT

Purpose or Focus of Experience

Students will analyze immigration trends/waves by entering data in a spreadsheet, creating bar and pie graphs, determining the time period of greatest immigration for a given nationality. Students will then research the socio/political/economic factors causing the exodus.

Connection to Standards

MST #2.1.1,2,3: access, generate, process and transfer information using appropriate technologies, equipment, spreadsheets, electronic media

SS #2: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Essential Question

How do socio/political/economic forces cause significant numbers of people to leave their homeland for the United States?

Content Knowledge: Declarative, Procedural

Declarative

Terms for spreadsheet: cell, AutoSum, formula, coordinate
Terms and reasons for immigration: immigration, famine, persecution, prejudice, war, poverty, education
Steps for creating spreadsheet and charts - pie, bar

Procedural

Create a spreadsheet and pie, bar graphs/charts, use AutoSum and calculate percent
Research using CD encyclopedias and Internet

PROCEDURE
(Chronologically ordered description of all teacher & student activities and interactions.)

Acquisition Experience: To acquire and construct content knowledge

Teacher preparation: Teacher will create entire spreadsheet, save, and use as a demo for calculations and charts. Teacher will also become familiar with research resources.

Lesson 1:

Teacher will hand out "Immigration Statistics" worksheet, page 56, from Teacher Created Materials, Inc. Thematic Unit #234, Immigration. Teacher will take students to computer lab to demonstrate procedure for creating a new spreadsheet, entering partial data using worksheet, enough to demonstrate process of data entry. We use the LCD panel for demonstrations. Teacher will the open the saved entire spreadsheet to demonstrate moving columns (it will be necessary to move column 'D' next to column 'A' in order to select the correct part of the spreadsheet to create charts), AutoSum, formula for percent, selecting data, and creating charts-pie and bar. The teacher demo should take about 10 minutes. Then, the students will go to computers and create their own spreadsheets and charts, save, and print (about 30 min.). Teacher will assess using a checklist.

Lesson 2:

With a partner, students will be assigned a nationality of immigrants to research using CD encyclopedias, printed reference materials, and possibly the Internet. From the spreadsheet, students should determine the time period of greatest immigration and research the conditions in the homeland during that time period. As they discover why immigrants came to America, students should fill in the graphic organizer, page 22 for their nationality (about 40 minutes depending on availability of resources).

Lesson 3:

With the same partner, students will prepare a 2-3 minute TV documentary or news story using the data on the spreadsheet and chart and research information. They should write down key ideas, dialogue or interviews and use prepared visuals for an oral presentation to the class (about 40 minutes).

Lesson 4: (teacher should obtain video camera)

Teams will present TV show to class. Teacher or capable student will videotape the presentations. Students in the audience will use information in oral presentations to fill in remainder of graphic organizer, page 22, for other nationalities (time depends on number of students in class). Teacher will assess using rubric.

Extending and Refining Experience:

Lesson 5:

Students use a graphic organizer to compare and contrast the immigration information for two nationalities. This may be done using software program, "Inspiration".

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

The spreadsheet creation and possibly the CD research need to take place in a computer lab where there are sufficient computers for each student or pair of students. Students with IEP’s will follow them. Teacher will pair poor readers with helpful student.

TIME REQUIRED

The experience should take 4-5 days, about 40 minutes per day.

RESOURCES

Software: Microsoft Works or other spreadsheet software

CD encyclopedias-Encarta, Grolier’s, etc.

Inspiration (optional graphic organizer software)

Video camera

Computer lab

Immigration, Thematic Unit #234, Teacher Created Materials, Inc. pages 22,56

STUDENT WORK
(Include samples of student work showing different levels of performance.)

This unit will be done as part of a larger immigration unit in fall, 2000, including a field trip to Ellis Island. No student work available as yet.

REFLECTION

This experience was developed to give students practical experience in creation and use of spreadsheets. Students use rubrics in multiple experiences. Rubrics are modeled

ASSESSMENT PLAN
(Include samples of rubrics, checklists, etc.)

Checklist for spreadsheet:

CODE:

1	Little or none
2	Some
3	Most
4	All

Data entry complete and correct ______
AutoSum and percent complete and correct ______
Pie or bar chart complete and correct ______

ORAL PRESENTATION RUBRIC

4 Points

3 Points

2 Points

1 Point

Effective

Speaking

Excellent

commentary

using complete

sentences

while keeping to the

topic. Clear, precise,

and expressive

language used.

Good commentary

generally using

complete sentences

while keeping to the

topic. Clear language

used.

Fair commentary

generally using

complete sentences but

with some errors and

occasional straying

from topic. Language

sometimes unclear.

Minimal development of commentary with errors

in sentence structure. Uses unclear language and

strays from topic.

Selection of

Information

Well-developed and

supported explanations

show high relevance

and accuracy of

information presented.

Fairly well-developed

explanations show

relevancy and

accuracy of

information with

minor flaws.

Reasonably developed explanations show some

relevancy, but with a

few significant errors

in accuracy.

Inaccurate or

misunderstood

explanations show lack

of relevance. Has

many significant errors.

Use of Visuals

Very successful use of

charts, graphs, and/or

historical items which

vividly and precisely

supports

communication of

ideas.

Generally successful

use of charts, graphs,

and/or historical items.

Gives good support to

communication of

ideas.

Appropriate use of

charts, graphs, and/or

historical items, but

these are not vivid or

precise in supporting

communication of

ideas.

Confusing or

unsuitable use of charts,

graphs, and/or

historical items. Does

not support

communication of ideas.