{"results":"
\n\n
\n
\n
\n
\n\n12\nItems in Unit\n\n
\n
\n
\n\"Investigating\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nInvestigating Immigration Issues\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe issues surrounding U.S. immigration, both authorized and unauthorized, are many and complex. The 11 resources in this collection provide high schoolers with an opportunity to investigate various point of view concerning the...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n26\nItems in Unit\n\n
\n
\n
\n\"Becoming\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nBecoming Us: Policy\n

\n
\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
\n
\n
\nStudying the laws and policies enacted to restrict or reform immigration, including or excluding certain groups of people, is essential to understanding the complicated history of immigration in our nation's democracy. Three case studies...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n5\nItems in Curriculum Set\n\n
\n
\n
\n\"Becoming\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n
\n\n
\n

\nBecoming Us\n

\n
\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
\n
\n
\nThe mission statement of the National Museum of American History’s Becoming US: Teaching Immigration and Migration History in the 21st Century series is to provide “educational resources for high school teachers and students to learn...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n46\nItems in Curriculum Set\n\n
\n
\n
\n\"Core\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nCore Knowledge Second Grade ELA Curriculum\n

\n
\n\nFor Teachers\n\n2nd\n\nStandards\n
\n
\n
\nThe 12 units, each with its own theme for the read-alouds, comprise the Core Knowledge Second Grade ELA Curriculum Set. The richly detailed, carefully scaffolded, scripted lessons include word work practice, vocabulary skills practice,...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Turn\n\n
\n
\n
\n
\nCarolina K-12\n
\n

\nTurn of the Century Immigration\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nIn an engaging simulation, class members imagine immigrating to the United States in the late nineteenth century and arriving at Ellis Island. They then write creative journal entries about their experience and chart their journeys.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\niCivics\n
\n

\nImmigration Nation\n

\n
\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
\n
\n
\nIf citizens are living abroad, can their children still be considered citizens? How long does citizenship last for someone who has been permitted to work in the country? Here is a fun online interactive game that will help your learners...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration Illumination Project Curriculum Materials\n

\n
\n\nFor Teachers\n\n11th - Higher Ed\n\nStandards\n
\n
\n
\nGain an understanding of the complex topic of immigration with a collection of resources. Class members engage in a series of activities designed to give them insight into the factors that influence immigration policies and the effects...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nThis 3-day immigration study draws on historical trends and current events. A worksheet accompanies initial research on one group's U.S. immigration history, giving opportunity for collaborative learning through sharing findings. Groups...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"A\n\n
\n
\n
\n
\nSmithsonian Institution\n
\n

\nA New America: The Hart-Celler Immigration Act of 1965\n

\n
\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
\n
\n
\nMany dream of coming to America, but few may enter. The lesson explores the Hart-Celler Immigration Act of 1965 and how it changed immigration policies in the United States. Academics learn how immigration quotas impacted Western Europe...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCore Knowledge Foundation\n
\n

\nImmigration Tell It Again!™ Read-Aloud Anthology\n

\n
\n\nFor Teachers\n\n2nd\n\nStandards\n
\n
\n
\nThe read-aloud unit focuses on immigration. Scholars hear stories about people's sacrifices and their journey to and experience in another country. Pupils discuss readings, practice vocabulary skills and participate in extension...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Illegal\n\n
\n
\n
\n
\nProCon\n
\n

\nIllegal Immigration\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nShould immigrants who illegally reside in the United States be eligible for citizenship? With information about undocumented immigrant population estimates, sanctuary cities, and unaccompanied immigrant children, pupils consider the pros...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Educating\n\n
\n
\n
\n
\nDeliberating in a Democracy\n
\n

\nEducating Non-Citizens\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents distinguish between the privileges of being a U.S. Citizen and privileges that are forfeited if not a U.S. Citizen.  For this history lesson plan, students analyze the rights of people in a democratic society through...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"US\n\n
\n
\n
\n
\nCurated OER\n
\n

\nUS Immigration Policy: What Should We Do?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents evaluate immigration policies. In this global issues lesson, students analyze the long-term goals of divergent immigration policies as they role play the deliberation process. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nDocsTeach\n
\n

\nAnalyzing Einstein's Citizenship Application\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nAlbert Einstein contributed greatly to America's history, but he wasn't always a citizen. An engaging activity analyzes Einstein's citizenship application to understand the process of immigration and how it impacts those trying to reach...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Ports\n\n
\n
\n
\n
\nDocsTeach\n
\n

\nPorts of Immigration: Angel Island and Ellis Island\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nYoung historians travel back to the past to explore immigration in the United States. Scholars match images of immigrants to Angel and Ellis Island. The activity also includes a worksheet and a short group discussion to understand...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nDocsTeach\n
\n

\nThe Impact of the Immigration Act of 1924\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nWelcome to America ... only if you're on an approved list. The activity uses a map to explain how the Immigration Act of 1924 placed quotas on immigration from certain countries, such as India. Scholars analyze the map, complete a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Discrimination\n\n
\n
\n
\n
\nK12 Reader\n
\n

\nDiscrimination Against Gold Rush Immigrants\n

\n
\n\nFor Students\n\n4th - 5th\n\nStandards\n
\n
\n
\nImmigration to the US has been a topic of discussion for many years. Inform your class about discrimination against immigrants during the Gold Rush with a short reading passage. After reading, class members answer five questions related...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Educating\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nEducating About Immigration The DREAM Act\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nGroup members role play state legislators, supporters of and opponents to the The DREAM Act (Development, Relief, and Education for Alien Minors). After listening to the arguments put forth for and against the immigration...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nSchool Improvement in Maryland\n
\n

\nImmigration Legislation\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nWhat is the purpose of immigration legislation? How has this legislation evolved over the years? What are the factors that caused these changes? Class members research immigration legislation to determine whose rights the laws are...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Civic\n\n
\n
\n
\n
\nAdvocates for Human Rights\n
\n

\nCivic Engagement and U.S. Immigration Policy\n

\n
\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
\n
\n
\nTo conclude their study of immigration and human rights, class members create a civic engagement project centered on an issue of immigration and designed to influence US immigration policy. They examine examples of attempts to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Driver’s\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nDriver’s Licenses And Unauthorized Immigrants\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nShould driver's licenses be granted to unauthorized immigrants? That is the question class members grapple with in a lesson that asks them to first read a fact sheet that details the arguments for and against licensing unauthorized...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Naturalized\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nNaturalized Citizens and the Presidency\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nArticle II, Section 1 of the U.S. Constitution takes center stage in a lesson that asks class members to assume the role of state senators, debate a resolution to amend the U. S. Constitution to permit naturalized citizens to run for...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Citizenship\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCitizenship\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents investigate patterns of immigration in the US while comparing and contrasting the ideas of citizenship and non-citizenship. They decide how education plays a role in citizenship.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Good\n\n
\n
\n
\n
\nCurated OER\n
\n

\nGood Citizens\n

\n
\n\nFor Teachers\n\n1st - 5th\n
\n
\n
\nStudents consider what qualities and values make a good citizen. Students compare the requirements to become a U.S. citizen in 1896 to current requirements. Students create a country and write out the qualities a good citizen would possess.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}