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Lesson Planet Article
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\n\"Pilgrim\n\n
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\nCurated OER\n
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\nPilgrim Immigration Lesson Plans: Then and Now\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nPilgrim immigration lesson plans offer more than a study of these early settlers. It gives students an insight into modern immigration.\n
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\n\"Consequences\n\n
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\nCurated OER\n
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\nConsequences of the Sedition Act\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers research and discuss the consequences of the Sedition Act. They illustrate the difficulty of balancing security needs and personal freedom using an example from John Adams's presidency.\n
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\n\"New\n\n
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\nCurated OER\n
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\nNew Citizen Exam is Democracy 101\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents read a USA Today article about U.S. democracy and then complete questions about the topic. For this democracy lesson, students read the article 'New Citizen Exam is Democracy 101.' Students learn about the test for U.S....\n
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\n\nGet Free Access\n\nSee Review\n
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Worksheet
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\n\"Citizenship\n\n
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\nCurated OER\n
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\nCitizenship Worksheet 1 - The Rights and Responsibilities of a United States Citizen\n

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\n\nFor Students\n\n8th - 9th\n
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\nIn this United States citizenship instructional activity, students learns the qualifications for U.S. citizenship, the rights of that citizenship as well as the responsibilities therein.\n
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\n\nGet Free Access\n\nSee Review\n
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\n\"From\n\n
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\nCurated OER\n
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\nFrom America, With Love\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research the experiences of specific immigrant groups in the United States. Letters are written from imaginary immigrants to relatives in their countries of origin, including historically accurate details.\n
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\n\"Mexican\n\n
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\nCurated OER\n
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\nMexican American Labor in the U.S.\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders examine how the United States historically shifts policies toward Mexican and Mexican American laborers to acquire cheap, temporary labor. In this US History lesson, 9th graders research the history of immigration from...\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily Ties\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore what life is like for immigrant women in the United States.  In this immigration lesson, students study about immigration through reading and watching a video, then share their thoughts and ideas by participating in...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe House on Mango Street\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read The House on Mango Street and analyze why the author chose to tell this story and how the characters are affected by immigration, poverty, and discrimination. Students compare this story to others about immigration to...\n
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\n\"Rushing\n\n
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\nCurated OER\n
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\nRushing the Border\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents discuss the issues of immigrants who overstay their legal welcome. They explore the recent changes in immigration registration, and participate in a roundtable discussion.\n
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\n\"Recognizing\n\n
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\nCurated OER\n
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\nRecognizing the Undocumented\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents consider the plight of undocumented workers. In this immigration lesson, students examine multimedia sources about the role that undocumented workers play in the American economy and conduct further research about the...\n
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding Tenement Life\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nYoung scholars look at life for immigrants in the 19th century. In this immigrant lesson, students discuss how the poor German, Irish, Italian, and Jewish immigrants lived in tenement housing. They research the reasons they came to...\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife in THE JUNGLE\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss problems immigrants may have when coming to a new country. They take on the role of a law maker from the era and create an action plan and policy based on samples they read (links provided). Students discuss ways their...\n
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\n\"I'm\n\n
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\nCurated OER\n
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\nI'm British But...\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents view and discuss the documentary \"I'm British But...\" and examine what being British means to them. After viewing the video students participate in a class discussion about immigration and reasons for migrating to another...\n
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Lesson Plan
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\n\"Plan\n\n
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\nCurated OER\n
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\nPlan an Advertising Campaign to Attract New Citizens\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine how to use visual media as a creative way of thinking about and responding to immigration issues. They conduct Internet research, and design and create a poster or brochure to attract new immigrant to Indiana.\n
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\n\"Measuring\n\n
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\nCurated OER\n
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\nMeasuring Citizenship\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders explore citizenship. They discuss what makes a person a citizen of a country. Students examine the differences between resident aliens and naturalized citizens. They discuss the process for becoming a citizen and decide...\n
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\n\"Immigrants\n\n
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\nCurated OER\n
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\nImmigrants and the U.S. Constitution\n

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\n\nFor Teachers\n\nAll\n
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\nThis lesson will help students learn more about current immigrant experience, \tnvestigate U.S. immigration and labor laws, consider the meaning of citizenship, gain knowledge about the economics of poverty, practice research skills and...\n
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Worksheet
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\n\"Settling\n\n
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\nCurated OER\n
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\nSettling Down in a New Country\n

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\n\nFor Students\n\n3rd\n
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\nIn this immigration worksheet, 3rd graders discuss factors of moving to a new place. Students read quotes, view pictures with descriptions and pretend to interview a migrant.\n
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Lesson Plan
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\n\"Citizenship\n\n
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\nCurated OER\n
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\nCitizenship Day\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars examine the events which led to the observance of Citizenship Day, and analyze the role of the media in influencing public opinion on citizenship. They research the concept of citizenship through debate, and various...\n
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\n\"Rights\n\n
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\nCurated OER\n
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\nRights of Non-Citizen Immigrants\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners continue their discussion of if coming to America was the best thing for a group of immigrants. As a class, they complete the citizenship test offered by the INS. They research the benefits and responsibilities of being a...\n
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\n\"Laurier\n\n
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\nCurated OER\n
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\nLaurier House National Historic Site of Canada Immigration From 1896 (laurier) To 1947 (king)\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents study the immigration patterns in Canada from 1896 to 1947. They examine how the railroads played a part in the immigration process.\n
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\n\"Canada's\n\n
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\nCurated OER\n
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\nCanada's Immigration Policy: Mock Immigration Hearing\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the Canadian immigration process, and assuming the roles of immigrants from varied backgrounds, and take part in mock immigration hearings.\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Do Immigrants Come to the United States of America?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents appreciate the diversity of motives for immigration to the United States. They gather first person data and develop a persuasive presentation. They create a historical comparison of the motives for immigration to the community.\n
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\n\"Do\n\n
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\nDo Immigrants Benefit Economically and Socially By Coming to the USA?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research positive and negative economic and social aspects of immigration to the United States, and present their research findings in either role play or debate format.\n
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\n\"Is\n\n
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\nCurated OER\n
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\nIs Coming to the United States of America Good For the Immigrant?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents evaluate impact of American politics, economy, culture, and environment on the immigrant, gather first person data, and use it to develop a persuasive presentation.\n
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