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Lesson Plan
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration in Massachusetts, 1880-1920\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents, in groups, research immigration in America at the turn of the century. They put together a series of original written essays, letters, newspaper columns, etc. that show what it was like to live as an American citizen and as an...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Immigrant Experience in the United States\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the experiences of an immigrant coming to the United States. Using the internet, they research information related to the Cuban/American baseball experience. They present their findings to the class and answer any...\n
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Lesson Plan
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\n\"Hidden\n\n
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\nSmithsonian Institution\n
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\nHidden Histories: Mexican Repatriation During the 1930s\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nMexican Repatriation: the forgotten deportation of American citizens. The resource focuses on the deportation of Mexican American citizens during the Great Depression. Young historians read documents, complete a free-write, and fill out...\n
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\n\"A\n\n
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\nSmithsonian Institution\n
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\nA Dream Deferred: DACA\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\n \"Give us your tired, your poor, your huddled masses\" has even more meaning for some children. The resource explores the Deferred Action for Childhood Arrivals (DACA) program. Scholars analyze primary sources and participate in...\n
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\n\"“Every\n\n
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\nNational Endowment for the Humanities\n
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\n“Every Day We Get More Illegal” by Juan Felipe Herrera\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nA study of Jan Felipe Herrera's poem \"Every Day We Get More Illegal\" opens the door for a discussion on immigration. To begin, class members examine the photograph \"Desert Survival,\" record their observations of the image, and then...\n
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Instructional Video3:18
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\n\"Julia\n\n
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\nJulia Alvarez\n

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\n\nFor Students\n\n4th - 12th\n
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\nAn interview sheds light on author Julia Alvarez's immigration journey from the Dominican Republic to the United States of America. Alvarez describes in detail how she felt creating a new home, what it was like to return to the Dominican...\n
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Interactive
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\n\"Analyzing\n\n
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\nDocsTeach\n
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\nAnalyzing a Writing Assignment by a Teenage Refugee in New York During World War II\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung historians delve into the world of teenage refugees during WWII to understand their experiences. The activity focuses on a writing assignment from a teen staying at a US refugee camp to explore the struggles they faced, such as...\n
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Lesson Plan
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\n\"Racism\n\n
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\nSmithsonian Institution\n
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\nRacism and Removal: Japanese Incarceration During World War II\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nDuring World War II people saw how far the government's control would go, but it was at the expense of its citizens. The resource brings the conditions of Japanese American internment camps to light using primary documents. Scholars...\n
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\n\"We\n\n
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\nWe Have Rights\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nLearners investigate the concept of having rights as citizens. In this citizenship lesson plan, students examine the rights that are given to citizens of the United States in the Bill of Rights. They draw pictures of eight of their...\n
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\n\"Issues\n\n
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\nConstitutional Rights Foundation\n
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\nIssues of Asylum in the U.S.\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWho gets to come to the United States? Examine cases of individuals seeking asylum with an informative reading passage that includes examples, statistics, and representations of public opinion regarding asylum. Groups then go on to...\n
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Unit Plan
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\n\"Second\n\n
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\nCurated OER\n
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\nSecond Graders Create Their Own Social Studies Book\n

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\n\nFor Teachers\n\n2nd\n
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\nStudents develop their own social studies textbook. Students gain knowledge of American immigration and Ellis Island. Students discover the process of becoming a naturalized citizen and what it means to be a citizen\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 - 12th\n
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\nStudents research the history of immigration, particularly from the perspective of Mexicans and Mexican Americans. In this Mexican American labor lesson, students research questions from the perspective of an assigned group. Students...\n
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\n\"Modern\n\n
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\nModern Day Pilgrims\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore how modern day immigrants may be pilgrims in their own respect. They learn what immigrants and pilgrims are, and be assigned to demonstrate learning about an immigrant in their ancestry.\n
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\n\"Driver's\n\n
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\nCurated OER\n
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\nDriver's License Task Force\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nYoung scholars read a handout on unauthorized immigrants and discuss questions. In this current events instructional activity, students engage in a simulation in which they are advisers to the state governor. Young scholars analyze...\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Come To America?\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders investigate reasons large numbers of people immigrated to the U.S. They identify hardships and risks involved in coming to America and identify the affects immigration has had on the traditions and cultures in the...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Study of the Spanish-Speaking People of Texas: Immigration\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents identify the meaning of the following terms: immigrant, immigration, migrate, and assimilation. They identify reasons that immigrant groups came to Texas and explain where groups settle and the influence these groups have on...\n
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\n\"Migrants\n\n
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\nAdvocates for Human Rights\n
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\nMigrants in the Media\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nClass members examine two documents—The Universal Declaration of Human Rights and The Rights of Migrants in the United States—and then use reports in the media to assess how well the US is doing in ensuring these rights.\n
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\n\"In\n\n
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\nCurated OER\n
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\nIn the Melting Pot\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents work in small groups, each group examining a different aspect of the immigration process (such as visas, work permits, and citizenship exams) or of illegal immigration (such as deportation), to better explain the immigration...\n
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\n\"Amnesty:More\n\n
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\nCurated OER\n
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\nAmnesty:More Than A Word\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine two advertisements, both of which claimed a 2007 immigration reform bill would provide \"amnesty\" to illegal immigrants. They research a bill and check the accuracy of advertising claims. Afterward, they write their own,...\n
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\n\"Molly's\n\n
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\nMolly's Pilgrim\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders explore the multi-ethnic nature of America's citizens and examine the symbolism of the Statue of Liberty. In this Molly's Pilgrim lesson, 3rd graders discuss the poem \"The New Colossus,\" examine vocabulary words...\n
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\n\"Valuable\n\n
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\nValuable Lessons\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars explore how immigration, citizenship, due process of law, and the freedoms of speech and assembly have shaped American values throughout American history\n
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\n\"David\n\n
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\nNational Endowment for the Humanities\n
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\nDavid Walker vs. John Day: Two Nineteenth-Century Free Black Men\n

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\n\nFor Teachers\n\n6th - 11th\n\nStandards\n
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\nWhat was the most beneficial policy for nineteenth-century African Americans: to stay in the United States and work for freedom, or to immigrate to a new place and build a society elsewhere? Your young historians will construct an...\n
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\n\"What\n\n
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\nAdvocates for Youth\n
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\nWhat Does Community Mean to Me?\n

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\n\nFor Students\n\n7th - 12th\n
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\nHaving a strong and supportive community is key for adolescent success. Teenagers explore the circles of their own communities, including the rights and responsibilities of being in their families, peer relationships, and their country,...\n
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Worksheet
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\n\"Cartoons\n\n
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\nCartoons for the Classroom: Xenophobia\n

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\n\nFor Students\n\n8th - 12th\n
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\nIn this historical events worksheet, students analyze an anti-immigration political cartoon and respond to 3 talking point questions.\n
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