Contact_FullName: Rodney Coryer/Naomi Mayer
Contact_Email: rccoryer@yahoo.com
Internet_Collaboration:
Service_Learning:
Classroom_unit:
Title
Welcome Power Point Introduction for New Students
Project Goals
When new students transfer with their families to MCAS Iwakuni, they might be unaware of the Japanese cultural differences. My students will create and share their knowledge with new students in a power point presentation.
Project Descripton
A power point presentation to be shared with new students entering our classroom.
Another presentation was written for younger students to understand.
Learning Activities
Written assignment about necessary adjustments that they had to make to the Japanese culture. We wrote the script and took pictures. Then the power point was put together.
Assessment
When a new student enrolls in our classroom, they will give our class feedback.
Tech Needs
Computer Power point software Digital camera
Resources
The Resources were the students in my classroom
Timeline
3 weeks in duration
Contact_FullName: Judy Ryan
Contact_Email: judyannryan@yahoo.com
Internet_Collaboration:
Service_Learning:
Classroom_unit:
Title
ESL International Blood Drive
Project Goals
Project Goal: To provide students with an authentic and meaningful experience to use their language skills in a cross-cultural situation.
Objectives: Students will develop a sense of pride due to their valuable contribution to their community. Students will gain information on the process of giving and receiving blood. Students will learn the value of volunteer work and be able to take this knowledge with them to their home country. Students will gain knowledge and understanding of cultural and religious attitudes toward the giving and receiving of blood.
Project Descripton
Description of Final Product: The Shape American High School English as a Second Language students will sponsor an International Blood Drive through the American Red Cross and the Belgian Red Cross. It will be the first-ever international blood drive held at the NATO Military Headquarters. Students will be assisting both Red Cross organizations in the development, organization, and implementation of the blood drive. They will be making posters and flyers, distributing these among the community, encouraging family members and community members to attend, and speaking to local organizations about the need for a blood drive and blood banks. Additionally, during the donation process, the students will act as interpreters between the Red Cross and the international community, provide snacks and juices to donors, and stay with them during the 30 minute recuperation period.
Learning Activities
Learning Activities:
Students will learn about blood donating and receiving, need for blood banks to ensure a sustained and secure blood supply, blood drives, and blood types by doing internet searches and taking trips to local clinic for informative demonstrations.
Students will determine number of people needed to reach a set goal of donated blood, understanding that some blood cannot be accepted.
Students will understand the importance of confidentiality issues.
Students will participate in a simulated triage demonstration provided by the local clinic.
Students will design, create, and distribute posters for the Blood Drive.
Students will write advertisements for local papers and magazines.
Students will learn about the process of donating and receiving blood through a demonstration provided by Red Cross, and participate in a simulated blood donation process.
Students will research cultures and religions.
Students will write a newspaper article for publication, describing the blood drive event.
Students will write thank you notes to individuals who assisted with drive, and create a thank you notice to the community to be published in the local newspaper and magazines.
Assessment
Means of Assessment:
Students will keep a journal of notes reflecting on each activity, demonstration, or knowledge gained.
Students will create a list of jobs (creating posters or flyers; distributing posters/flyers; group to talk with base commander, groups doing presentations to local organizations, writing news articles, taking photos, etc.) and demonstrate responsibility by following through.
Students will attend practice sessions with Red Cross Units, practicing procedures and the language that will be used during the blood drive.
Extra Credit will be given to students who are willing to speak in front of various international groups asking for their support and attendance at the drive.
Reflective debriefing, oral and written, after project is completed.
Tech Needs
Types of technology:
WWW for research Overhead projectors and transparencies for organization presentations Software for creating flyers, making brochures, writing news articles
Resources
Traditional: *American Red Cross, Belgian Red Cross, NATO Medical Clinic,
Web Resources: *http://www.fiu.edu/%7Etime4chg/Library/ideas.html An alphabetized listing of ideas for service learning
*http://csf.colorado.edu/sl/ Discusses the benefits of service learning
*http://www.fiu.edu/%7Etime4chg/Library/bigdummy.html A guide for lots of “things you need to know” about a service learning project
*WWW.redcross.org Provides information on Red Cross Emergency Services
*WWW.nybloodcenter.org/2e.htm Provides information on rare blood types and the constant need for rare blood provided by donors
*www.redcross.org/donate/give Provides an on line presentation about the blood donation process
Timeline
Estimated Project Timeline:
Two or more months prior to blood drive- Meet with Red Cross to coordinate Meet with base commander to seek approval, set date and location
2 weeks learning about blood drives 3 weeks planning and organizing 1 week training sessions 1 week creating and distributing flyers and posters: making phone calls 2 days set up and final preparations
Contact_FullName: Catarina Beresky
Contact_Email: catarina.beresky@aramco.com
Internet_Collaboration:
Service_Learning:
Classroom_unit:
Title
A Better Understanding of Cultures Through Children's Stories
Project Goals
Goal: To promote a better understanding of our diverse ethnic backgrounds using children stories.
Objectives: · Students will be able to discuss cultural differences and similarities and tolerance. · Students will discuss how ethnic literature can promote cultural tolerance. · Students will learn more about each other’s cultural heritage through authentic ethnic short stories.
Project Descripton
Culminating Activity: The culminating activity will consist of organizing the short stories into a Cultural Book and reading them orally to the class. Discussions will follow each story in regards cultural knowledge obtained from it. This book will also be housed in the school library for a month. If arrangements can be made with some elementary teachers, the students will read their stories to their classes. The reflection pages will be turned in to me and not published for others to see.
Learning Activities
Learning Activities: · Students will discuss cultural tolerance. · Students will discuss how literature can promote cultural tolerance. · Two Day of the Dead articles off the Internet will be read and discussed to illustrate cultural authentic short stories. Other stories will be presented throughout the year to illustrate how short stories can teach culture such as Under the Mango Tree. · Students will talk to their relatives to secure children stories from their native country/or · Students will collect children stories from different countries from the Internet and books. · Stories taken from parents can/will be recorded and played to the class in addition to the written copy. · Students will type the stories and add visuals to add interest. Some ethnic terms can/will be included in the story. · Stories will be read to the class. · Discussions will occur over the stories. · Stories will be compiled into a Cultural Book of Children’s Stories · The Cultural Book of Children’s Stories will be kept in the library for others to read. · Students will read their stories to some elementary students. · Students will write a reflection page about the assignment.
Assessment
Assessment: The stories written will be assessed using a student made rubric designed when the assignment is made. The discussions also serve as a type of Assessment. The reflection paper will serve as a form of informal Assessment.
Tech Needs
Types of Technology: Computers will be used for word processing. The Internet will be used to locate sources. Recorders can be used to record oral stories to be word processed later. An optional source will be a video camera if the adults telling the stories allow video recording of their story.
Resources
Resource Sites: Writing Short Stories to Promote Cultural Understanding
MULTIETHNIC AMERICAN LITERATURES - ... Two Worlds Walking: Short Stories, Essays, and Poetry by Writers with Mixed Heritages. ... Unsettling America: An Anthology of Contemporary Multicultual Poetry. ... http://www.lib.ttu.edu/english/MULTI.htm
multiculturalarchive - ... if their child could share some of their traditions, recipes, and stories with the ... in any conversation with the parent, even in very short casual situations ... http://www.cpirc.org/tips/multicularchive.htm Sanchez Elementary School -
... Textbook: Bilingual Education a short hypertext paper ... Multicultural Book Review includes multicultual book reviews ... children share personal stories and pictures ... http://www.sanchez.austin.isd.tenet.edu/sanchez/duallanguage.html
Character Education Nonprint MAterials for Classroom Use (PDF) - ... PS-7 This book is a collection of short vignettes that end with a "posi- tive thought." It is great for character building. Three of the stories do mention God ... http://www.mcps.k12.md.us/departments/publishingservices/PDF/CharNP.pdf
Lesson Plan Creator - ... 89 2. Characteristics of short stories and novels 90 a. Science Fiction 91 b. Fantasy 92 c. Mystery 93 d. Historical Fiction 94 e. Multicultual literature 95 3 ... http://www.combase.com/~westilson/lessplvb.htm
International Interracial Association: Comments 1997 - ... to rend asunder the beauty inherent in multicultual relationships. ... who are willing to tell their stories and opinions ... In short, I am bi-racial (26 year old male ... http://www.i3n.net/iia/comments/1997.htm
Student's Evaluation of Multicultural Resourses - ... Ten Multicultual Folktales with Activities" Kimberly Frost Wed Mar 24 ... OF THE CEDAR PEOPLE: MORE STORIES AND PAINTINGS OF ... The book is a short story about adoption ... http://pegasus.cc.ucf.edu/~multicul/res/student.htm
Arabic Literature in translation - ... 1977. PJ7694.E8 A7. An Arabian mosaic : short stories by Arab women writers. Potomac, MD : Sheba Press, 1993. PJ7694.E8 A72 1993. ... http://www.lib.ohio-state.edu/mejweb/modern_arabic1.htm
search within this site Arabic Literature in translation - ... 1977. PJ7694.E8 A7. An Arabian mosaic : short stories by Arab women writers. Potomac, MD : Sheba Press, 1993. PJ7694.E8 A72 1993. ... http://www.lib.ohio-state.edu/mejweb/modern_arabic1.htm
search within this site Arabic Literature in translation - ... 1977. PJ7694.E8 A7. An Arabian mosaic : short stories by Arab women writers. Potomac, MD : Sheba Press, 1993. PJ7694.E8 A72 1993. ... http://www.lib.ohio-state.edu/mejweb/modern_arabic1.htm
search within this site Online Library: Promoting Peace in the Classroom - Online ... - ... a personal contact overseas in cultural exchange programs has proven to be successful in channeling understanding, insight, and eventually tolerance into the ... http://www.ncela.gwu.edu/library/tolerance.htm
search within this site Cultural Connections - Have you ever wondered what life is like in other countries? This site will help you discover other... http://library.thinkquest.org/50055/index.shtml
Cultural Profiles Project - ... that the newcomer faces. Each cultural profile provides an overview of life and customs in the profiled country. While the profile ... http://cwr.utoronto.ca/cultural/english/
Cultural Arts Resources for Teachers and Students (CARTS) - support for educators, students, and community members in their efforts to incorporate folk arts, folklore, oral history, and community culture into K-12 education across the disciplines. http://www.carts.org/
More sites about: K-12 Social Studies > Organizations Diversity and Cultural Awareness: Teaching Tolerance (PDF) - Diversity and Cultural Awareness Teaching Tolerance Tolerance is defined in Webster's II as "recognition of and respect for the opinions, practices or behavior ... http://www.osba.org/commsvcs/divrsity/0201_pr2.pdf
Online Resources for Promoting Cultural Understanding in the ... - NCLE has compiled the following list of links to Resources that teachers can consult as they seek to promote cultural understanding, tolerance, and cross ... http://www.cal.org/ncle/multicultures.htm
Bonet, Elida Guardia. Under the Mango Tree. Zaraté Press, 1998 Short stories from Spanish speaking countries on audio cassette.
Timeline
Timeline: This project will begin in November with the reading of the Day of the Dead articles off the Internet. This project will be an ongoing project until the end of the school year. Stories will be written and revised. By late May the stories will be published. By early June the stories will be shared discussed. By early July stories will be shared with other classes.
Contact_FullName: Amy
Contact_Email: Adams
Internet_Collaboration:
Service_Learning:
Classroom_unit:
Title
A Quest for Voice: The Representation of Women in Islamic and Middle Eastern Literature
ProjectGoals
Goals & Objectives: · Students will understand basic concepts of Islamic religion as expressed in the Qur’an. · Students will define roles that women play as defined in Middle Easter literature. · Students will analyze a variety of sources and conclude as to whether or not the role that women play is accurately expressed in Middle Eastern literature. · Students will analyze literature using a feminist perspective. · Students will gain a basic understanding of the Islamic religion. · Students will gain a basic understanding of Middle Eastern culture.
projectdescripton
Name___________________
Defining the Role of Women in Islam
Throughout this unit we have sought to define the role of women in Islamic society. You have read verses from the Qur’an, short stories, articles, and poetry to expose you to the literature from the Middle East. We have sought to define feminism, and have examined the way that women have been portrayed in Middle Eastern literature.
Women in the Middle East have often been stereotyped as being submissive and lacking in basic human rights and freedoms. After reading the materials in World Literature class, it is time for you to define and defend your beliefs about Middle Eastern Women and how they are represented in literature. The answer to your question will be defended in a 5-7page paper. After your group finishes the paper, you will summarize your beliefs and reasoning in a 15-20 minute power point presentation. You may use outside resources, as well as class materials to support your answer. All outside resources must be documented in an MLA formatted bibliography. The question that you seek to answer is this: What role do women play in Islamic society and is that role accurately represented in the literature?
Portfolio
1. You must turn in a written portfolio.
2. The first page of the portfolio will include the title, the group’s members and the date of your presentation.
3. The second part of your portfolio will be your paper with a work-cited page at the end.
4. The paper will be followed by individual member contributions.
5. Include any research and notes that you used to answer the final question.
6. Create an alphabetized bibliography of all the sources you used. Place the sources in MLA format; this should match the work-cited page. Oral Presentation Organize your information so that you can present a clearly defined and supported answer to the question: What role do women play in Islamic society and is that role accurately represented in the literature?
7. Present a 15-20 minute oral description and defense of your answer. You should have supporting evidence from both classroom and outside information.
8. Your presentation should be accompanied by your power point presentation.
9. You will be evaluated as a group on presentation skills, command of content, and depth of analysis.
learningactivities
Modes of Instruction: Out of class reading and research In class reading and research Small group reading and discussions Large group reading and discussions Lecture/note taking
assessment
Assessment Your writing will be assessed on a rubric which utilizes the 6+1 traits writing format. Your presentation will be assessed on effort, depth of analysis, and creativity. You will also be assessed on the compatibility of your power point presentation to that of your oral presentation.
techneeds
Materials: Textbooks Handouts Computers Projectors for power point presentations
resources
Resources
Textbooks: Holt Rhinehart Winston: World Literature Pages: 635 The Exordium from the Koran 635 The Cessation (Koran) 636 Daylight (Koran) 636 Comfort (Koran) 1377 “Half a Day” Naguib Mahfouz
nextext: Modern World Literature Pages: 51 “There is No Exile” Assia Djebar 103 “At The Time of Jasmine” Alifa Rifaat 112 from “A Portrait of Egypt” Naguib Mahfouz
Outside Text Resources: The Qur’an a translation Abdullah Yusuf Ali The Middle East Bernhard Lewis Nine Parts of Desire Geraldine Brooks (to be used with censorship)
Outside Poem Resources: “Elegy For a Woman of No Importance” Nazik al-Mala’ikah “Butterflies” Fawziyya Abu-Khalid
Outside Newspapers: The Korea Herald “The Many Faces of Islam” Mona Eltahawy
Online Resources:
http://www.al-bab.com/arab/women.htm
http://www.quraan.com/Sisters/StatusofWomenInIslam.asp
http://www.womenin.com/middleeast.htm
Timeline
Prior to class, students will have a list of vocabulary words to help them understand terms used in the readings. Students will discuss the meaning of stereotypes and what stereotypes exist about women in Islamic, Middle Eastern countries. Students will bring in current events to help see the “current” situations that exist in these countries.
Week One: Role of Women in Islam (familial, societal, and religious) · What roles to women in Islam play · Where did these roles originate/who assigned or chose them · Qur’an’s views of women’s roles · View of chastity and honor killing
Week Two: View of the Hijab, right or restriction? · Explain hijab and why women cover · Discuss where this originated · Discuss whether a women’s rights are impaired because of this
These two weeks are only one part of a six week long unit.
Contact_FullName: Melissa Uittenbogaard
Contact_Email: muittenbogaard@columbus.k12.ia.us
Internet_Collaboration:
Service_Learning:
Classroom_unit:
Title
Internet Safety - Searching the WWW in a World Language Classroom
ProjectGoals
Students will create a travel brochure for a German speaking city using only internet sources. Students will gain knowledge in seaching foreign language websites while avoiding school filtering blocks. They will be skilled in searching these sites for key information relevant to their brochure upon project completion.
project descripton
A travel brochure with pictures and descriptions will be assembled from their WWW sources. The students make a travel brochure on the computer or by hand. **I wish I could show you some of their products!!!
learning activities
1. Bring travel brochures from US travel companies.
2. Compare and contrast American brochures to the German brochures I've gathered. What makes a good brochure?
3. Teacher led internet search. Show the students how to effectively search foreign language site for information they need.
4. go.hrw.com - Classroom web activities provided by Holt, Reinhart and Winston - our book publisher. Students will use websites provided from one of our chapters to answer questions on a worksheet.
5. Internet Searches - let the students loose to find their information! Searches will be done at school and home.
6. Students will be required to "chat" with me and the other students on-line about their findings. Questions will be addressed at this time.
7. Assembly of final project.
Assessment
See project requirements Grading Rubric Self-evaluation Listing of URL sites students used
Tech needs
Computers - WWW and chat rooms
Resources
1. http://www.kn.pacbell.com/wired/fil/pages/listwwwingme.html (hotlist of internet sites already typed incorrectly for students to use)
2. cipa.neric.org
3. quicktopic.com
4. MSN instant messenger
5. AOL instant messenger
6. www.eschoolnews.com/features/cipa
Timeline
2 weeks or 5 blocks
Contact_FullName: Craig Naylor
Contact_Email: haveit_21@yahoo.com
Internet_Collaboration:
Service_Learning: ON
Classroom_unit:
title
Harassment Video, Peer Education
ProjectGoals
Students will create a video that emphasizes the issue of harassment and focuses on developing the tools necessary to a)recognize harassment, b) avoid being a harasser, and c) deal with and correct situations of harassment.
This project will be geared toward educating 5th and 6th graders in our feeder schools as part of a greater Peer Education program.
project descripton
Specifically, the final product should be a 7-10 minute video that is student designed, created, filmed and produced. The video will focus on the issue of harassment within the school. It will identify the topic, focusing specifically on prevention. Students will be encouraged to use medium and method ala MTV-style...quick clips and sound bites, current music and other video to enhance the production.
learning activities
Students will learn what exactly is harassment, identifying different types and defining them in a manner that is understood by all ages. Students will then write a screenplay that covers all the areas that they want to emphasize. Students will learn editing techniques and how screenplay writing differs from regular work. Students will then collaborate with a Video Production class to put together the final product, learning the ins and outs of video filming, production and editing.
assessment
Students will be assessed throughout the product based upon attendance, participation and completion of assigned tasks. The final product will be the ultimate evaluation. Students will also assess themselves as well as their classmates.
tech needs
Video camera and editing equipment, computer editing, wordprocessing
resources
Library and web resources, particularly www.tolerance.org for harassment information. We will rely heavily upon the Video Production class for their expertise and experience with the video portion of the product.
timeline
4-6 weeks
Contact_FullName: Julie San Nicolas
Contact_Email: pepper@ite.net
Internet_Collaboration:
Service_Learning:
Classroom_unit:
title
GEMS (Guam E/M School) PeaceMakers
ProjectGoals
Students will develop skills to become effective mediators.
projectdescripton
The GEMS PeaceMakers will work in pairs to peer mediate a conflict between two individuals.
learningactivities
The students will learn the skills in the mediation process. The students will interview student/adult mediators from the Inafa'maolek Conciliation group.
assessment
Role-playing mediation process. Interview journals.
techneeds
WWW Internet searches Interviews--recorders/digital cameras
resources
http://www.jalmc.org/peer/pm-links.htm
http://www.dcrc.com/pages/peace/html
http://www.edu.gov/databases/ERIC_pages/ed378108.
html http://www.coe.ufl.edu//materials.html#Tools
timeline
5-6 weeks
Contact_FullName: Andrea Wilford
Contact_Email: almuscatine@hotmail.com
Internet_Collaboration:
Service_Learning:
Classroom_unit: ON
title
Immigrants All: The Importance of Immigration in American Culture
ProjectGoals
The main goal of this project is to enable students to grow in their understanding and acceptance of the multicultural nature of United States and to demonstrate to students how that multicultural nature acts as a positive force in the development and advancement of American society.
Objectives: <sum> Students will develop hypotheses and build supporting arguments about the impact of immigration on American society. <sum> Students will assess which traits or characteristics best reflect what it means to be an American. <sum> Students will work cooperatively to brainstorm solutions to problems faced by new immigrants/students that involve issues of discrimination or intolerance. <sum> Students will model solutions to problems faced by new immigrants/students that involve issues of discrimination or intolerance by play-acting out the solutions their groups have arrived at. <sum> Students will learn facts about U.S. demographics and interpret statistics about those facts in order to understand the social, economic and political impact of immigration on the United States; past, present and future.
projectdescripton
Students will write a reflective paper that records what they have learned about multiculturism in America past and present.
learningactivities
Day 1: Activity 1: Pre-Test (see below) Students will take a pre-test to assess their pre-unit attitudes/opinions
Activity 2: PowerPoint presentation/activity: Defining Specialness/What is an American?
(This PowerPoint consists of 72 slides of various individuals which reflect the diversity of American society. Students will be asked to identify certain characteristics by which to group these individuals. First, they will be asked to respond to only the physical characteristics (appearances) of the individuals. They will then be instructed to rank these characteristics from greater to lesser value.. and discuss their choices. Next, students will view the slides again, this time; students must consider the following questions:
Question: If you had to choose a group of people to travel on a space ship to colonize a new world, what characteristics would you value in these people? Would these be the same characteristics you came up with when you rated the pictures before? Why or Why not? Discuss.
The students will view the slides once more, this time they will be asked to predict which of these individuals are foreigners or U.S. citizens. The third time through the slides, students will be asked to group these individuals based upon additional information, such as job occupation, name, age, etc. which the teacher will provide. At the end, the teacher will ask the students to guess the one thing all these people have in common.
Teacher will next inform the students that even though all but two of the individuals in the PowerPoint are U.S. citizens, the one thing they all have in common is that they died in the terrorist attacks on 9-11-2001. Student will then attempt to answer to the following questions: What is an American and how has immigration influenced American national identity? (further information and instructions are on PowerPoint.)
Day 2: Activity 3: Students are asked to complete the following lessons:
Lesson 1: Why do people immigrate to new lands/countries? Come up with a list of reasons you believe answer this questions.
Lesson 2: Combine your list with 3 other neighbors and prioritize your top 5 reasons. (To present to class.)
Lesson 3: Use the information provided (handouts or internet sources) to read about some immigrant experiences. As you read through the immigrant stories, write down the reasons these immigrants give for coming to America. Do their reasons match yours? (Be prepared to discuss in class)
Day 3: Activity 4: ESL students will visit classes and present their power points that feature their individual research conducted to document traditional culture in their communities. The ESL students will also share their personal stories as immigrants and English language learners in Iowa.
Activity 5: (optional for extra credit) Students will use “Interview Worksheet” (see below) to interview a family, friend, neighbor or fellow student about their immigration background.
Day 4: Activity 6: Students will individually generate a list of possible problems a new immigrant/student might face in America involving intolerance or discrimination base upon either the students own experiences (i.e. things they have already witnessed or heard about) or from what students have learned through the readings and classroom presentations.
Next, in groups, students will generate solutions as to what they might be able to do if they witness such an incident. Students will choose one incident to create a skit to act out in front of the class to model for the others their solution.
Day 5: Activity 7: Students will act out their skits for others.
Day 6: Activity 8: Students will use the Internet and/or classroom handouts to assess the actual statistics, facts and figures about immigration today. Students will use their pre-unit survey questions as the focal point for their research. Students will work with a partner to explore information about 1 out of the 12 questions. Questions will be assigned to each pair and students will summarize and present their findings to class.
Day 7: Activity 9: Students present information to class and take post survey test. Reflective paper assigned.
Unit: Immigrants All
Opinion Pre-Unit Survey:
Agree or Disagree: Respond to the following statements based upon what you agree to be to be true or false about immigrants and immigration in America today.
1. There are too many immigrants in America.
2. There are more immigrants coming to America today than ever before.
3. Immigrants take jobs away from American citizens.
4. Immigrants come to the United States to take advantage of our welfare system.
5. Immigrants who can’t speak English should not be allowed into the country.
6. Immigration hurts America’s economy.
7. Immigrants are a burden on the American economy.
8. Immigrants contribute little to the American economy.
9. Economics concerns are the main reason immigrants come to America.
10. Immigrants today refuse to adopt American ways.
11. Immigration is good for America.
12. America would be better off with no immigration.
Interview Worksheet
Person's name____________________________________
Native country____________________________________
Immigration date_____________________________________
Transportation______________________________
How long it took_____________________________________
Special events of trip_________________________________
Special things brought along___________________________
Reasons emigrated_________________________________
Who else came_____________________________________
Arrival place in USA __________________________________
First USA sight______________________________________
First USA memory___________________________________
Language issues_____________________________________
Feelings__________________________________
How USA is different from native land? _______________
assessment
Students will take a pre and post survey test to assess attitude changes. Students will also write a reflective paper over what they have learned from unit.
techneeds
PowerPoint/ some Internet use.
resources
Remembering the Lost http://www.newsday.com/news/ny-victimsdatabase.framedurl About This Database Telling the stories of each victim of the Sept. 11 terrorist attacks on the United States is a collaborative effort of Tribune Publishing Company newspapers. Led by Newsday, editors and reporters from all 11 Tribune newspapers are contributing to the creation of this comprehensive online memorial to the victims.
Stories of Yesterday and Today http://teacher.scholastic.com/immigrat/index.htm Excellent resource site that contains current stories of young immigrants to America (for use in Activity 3)
Immigration: The Demographic and Economic Facts http://www.cato.org/pubs/policy_report/pr-imsum.html 1. Summary of Important Facts about Immigration
Immigration to America http://www.proteacher.com/090154.shtml http://www.educationworld.com/search/search.jhtml List or resource links about immigration
Immigration Restrictions in the 1920's MSU students have assembled these essays related to the Immigration Act of 1924 and the effect of American culture on European immigrants. http://www.msu.edu/course/mc/112/1920s/Immigration/
Office.com Immigration Contributes feature stories and news articles regarding immigration law and regulation. Investigate links to guides, and join interactive forums. http://www.office.com/immigration/
Immigration and Refugee Services of America dedicated to immigration and refugee related information. http://www.irsa-uscr.org
Teaching Activity on U.S. Immigration Policy Lesson features current immigration policies. Includes objectives, procedures and discussion questions. http://www.closeup.org/immi_act.htm
University of Minnesota Immigration History Research Center Founded in 1965, the IHRC is an international archival resource on American immigration and ethnic history. http://www.umn.edu/ihrc/ Immigration, Ellis Island The Keystone View Company, Underwood and Underwood, H. C. White Company and other publishers of popular stereoscopic photographs in the early 20th century documented immigration through the most famous point of entry, Ellis Island. http://cmp1.ucr.edu/exhibitions/immigration_id.html
From One Life to Another: A look at European Immigration Explore 19th century immigration with this comprehensive Web site. Find your relatives, test your knowledge and view articles and statistics on immigration at this online mini-university. http://library.advanced.org/26786
About Immigration Issues Full scale immigration issues site includes live guided learning journeys about immigration and migration history, trends, social implications, cultural adjustment and more! http://immigration.about.com
Immigration Law Net US immigration law is a confusing mix of rules and regulations. With visa names that span from A to W, people often get lost in the application process. This site provides a quick look at US immigration laws. http://www.usgreencard.com
Immigration WebQuest: Is there a Brain Drain? King Abdullah of Jordan needs a report on Jordanian immigration to the West. Each member branches out to interview immigrants, study trends, create photo galleries, and consult with consular officials. http://www.acsamman.edu.jo/~ms/immigration
The American Immigration Page A nice historical study of immigration compiled by 10th grade students http://www.bergen.gov/AAST/Projects/Immigration/index.html
Ame rican Immigration (history, sociology, politics, and other information about immigration on a page started as a project for a 10th-grade class) (Jonathan Lee and Robert Siemborski) http://www.bergen.gov/AAST/Projects/Immigration/
Immigration in the 1920s from Michigan State University. http://srd.yahoo.com/drst/9151379/*http://www.msu.edu/course/mc/112/1920s/Immigr...
Economic Impact of Immigration (Norm Matloff, UC Davis) ftp://heather.cs.ucdavis.edu/pub/Immigration/EconImpact/Index.html
American Immigration .http://www.bergen.org/AAST/Projects/Immigration
American Immigration Center The Library of Congress Congressional Department awarded this web site as one of the top 10 Immigration Information sites on the Internet. Self Help products, updates on new laws, services… http://www.us-immigration.com
Teaching About Biases Against Immigration This high-school English and social studies unit lets students interpret speeches to find the biases within them, and leads to a discussion of biases, prejudice and immigration. http://education.educ.indiana.edu/cas/tt/v2i2/they.html
Timeline
Approximately five to seven days out of a two-week unit on immigration.
© COPYRIGHT 2002-2005 Dennis
O'Connor All Rights Reserved.
Credits: The design by Nicholle Stone
Logo design by Carlo Vergara
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