Documentos de Académico
Documentos de Profesional
Documentos de Cultura
INSTRUCTIONAL PHASE
cultures into how we do things here in New York City. The City Council will be holding a city-wide festival at the end of the summer where we hope to represent all of the different cultures found within the city. Though the festival is a few months away, we would like to begin collecting information regarding your various cultures in order to put it in a newspaper that will later be distributed not only amongst your immigrant communities, but city-wide and we feel that there is no one who knows more about your own cultures than you do! We are also well aware of the fact that people come to the United States for many different reasons; our own ancestors were at one time, immigrants. The people down at the City Council offices however, are very interested in hearing why it is you have come to settle here. With that being said, we are requesting that each group write an article about your home culture and what you expect to incorporate into the culture here, as well as the factors that pushed or pulled you to immigrate to the United States. In order to have a successful article, consider and answer the following: -Where do you come from? - Were they push or pull factors that brought you to the United States? -What are these factors, or reasons for your immigration? -What aspects of your home culture are you bringing with you? - What language will you speak and will you speak it here? How will your language impact English vocabulary, if at all? - What are some defining elements of your culture? (Such as religion, values, customs, music, food, way of dress, etc.) - Include a picture of your homeland (like the country or a cityscape), something that reminds you of home, or of your family in traditional dress. Upon the completion of your articles, you will be expected to present before City Council and the selected representatives of the other immigrant communities. We look forward to learning more about you all! Good luck! The guest teacher will then explain that the students then receive a packet including the prompt and guidelines for the article as well as providing internet resources for accessing newspaper article templates. (Appendix A) The other teacher will then leave the room and the students will decide within their groups who will fill each of the group responsibilities practiced when they begin working on the problem. They will be functioning as newly community collecting information about their specific communities and cultures using the outlet of a newspaper article to then share with the class on the day of presentation. Students will be expected to fill out a group evaluation form at the end of the period of group research work to track their progress. Upon completing the compilation of information about their home cultures and the potential reasons for why they would have immigrated to the United States, students are expected to present their completed products/articles to the other immigrant communities and representatives from the City Council.
V. PROBLEM ANALYSIS
The teacher distributes a copy of the hook for the students to review and the guidelines for the newspaper article (found in Appendix A). Additionally, a rubric for the newspaper article (Appendix A) will be given out as well as the group evaluation form (Appendix A) so the students may use them as a way to check their own work as they continue throughout the process. The teacher then writes on the
board, dividing it into four different sections labeled: Information, Learning Issues, Hypotheses, and Action Plan. The teacher then leads the students in analysis of the problem with probing questions such as the ones listed below, and fills in the appropriate section of the chart which follows (only an example of projected responses) with the students responses.
Questions to stimulate analysis of the problem: 1. What do we know about this problem? 2. What are we being asked to do? 3. What do we know about how immigrants divided into communities? 4. Why did people come to America? 5. Were people pulled or pushed into immigrating here based on the circumstances of their home countries? 6. How will we create an article? 7. What is a good way to start collecting information? 8. Where will we find this information?
INFORMATION
LEARNING ISSUES
HYPOTHESES
ACTION PLAN Meet with group members and assume roles as immigrant reporters. Assign group responsibilities: task leader, recorder, presenter, etc. Locate resources about various cultures of groups represented as having a presence in New York City in the 1870s to early 1900s Assign research tasks for each member in the group.
There are eight different immigrant communities. Immigrants lived in communities of people from the same country or beliefsystem.
VI. TEACHER RESOURCES NEEDED The teacher will use the following resources in planning the unit and after the mini-unit begins, during periods of group deliberation to provide information that students may request, to provide supplementary visual aids for the article, and to decorate the room accordingly: Teachers previously used lecture notes and lesson plans
The American Vision Modern Times textbook teachers Edition Glencoe/McGraw-Hill; 1 edition (January 22, 2009) Unit 2, Chapter 6, Section 1, etc. http://glencoe.mcgraw-hill.com/sites/0078775140/student_view0/unit2/chapter6/section1/
http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745 232&VIDEO=2755&CHAPTER=6&MODE=2
http://www.flags.net/ For the flags of the different countries that surround the room (Example, see Appendix A) http://gtemplates.wordpress.com/2007/10/01/newspaper-template-20-redesigning-thenews-free-newspaper-template/
Ellis Island-opened in 1892 Immigrants and farmers poured into the cities, creating almost unbearable congestion. Distinct neighborhoods emerged, separating the cities' social classes. The majority of urban dwellers were the working class who suffered deplorable living conditions in dark and crowded tenements. The problems of rapidly growing cities included threats of crime, violence, fire, disease, and pollution. How to write a historical article How to cite information How to give appropriate captions for historical photographs
Student groups then begin collecting information about their particular country, their home culture, the language, religion and customs they would have brought with them, the reasons for their immigration to the United States based on what was going on in their home countries, etc. After students have collected a sufficient amount of information to begin the compilation process, the creation of the article will begin. Groups will work together to format an appropriate article to share with the rest of the groups at the conclusion of the problem. They will be able to use or reference the templates suggested to them on the handouts they received the day the problem was introduced (Appendix A). Once the articles have been created, groups share their articles with the rest of the class in an oral presentation. At the completion of the presentations, student groups will take a few moments to fill out their group evaluation forms to turn into the teacher.
IX. STUDENT LEARNING RESOURCES The following resources will be made available to students as they work in their small groups:
The American Vision Modern Times student Edition Glencoe/McGraw-Hill; 1 edition (January 22, 2009) Chapter Six various books and articles assembled onto cart by the school library: Such as,
101 Things You Didn't Know About Irish History: The People, Places, Culture, and Tradition of the Emerald Isle Culture and Customs of Greece (Culture and Customs of Europe) by Artemis Leontis
mobile computer lab The online student center to accompany the textbook: http://highered.mcgraw-hill.com/sites/0078775140/student_view0/unit2/
Recommended websites:
https://www.cia.gov/library/publications/the-world-factbook/ - http://gtemplates.wordpress.com/2007/10/01/newspaper-template-20-redesigning-the-
news- free-newspaper-template/ The newspaper templates X. FORMATIVE ASSESSMENT Group Evaluation see evaluation form, Appendix A Article/Product- see rubric, Appendix A Oral Presentation of Article see rubric same as above, Appendix A
There are eight different immigrant communities. Immigrants lived in communities of people from the same country or beliefsystem.
Meet with group members and assume roles as immigrant reporters. Assign group responsibilities: task leader, recorder, presenter, etc. Locate resources about various cultures of groups represented as having a presence in New York City in the 1870s to early 1900s Assign research tasks for each member in the group. Figure out how to utilize templates for newspaper article.
Did immigrants still feel a large sense of nationalism for their home countries?
XII. CORRECTIVES &EXTENSIONS Correctives: Students whose products and presentations do not display a deeper understanding of the
cultures and peoples coming to the United States or their reasons for doing so will be required to create a PowerPoint presentation (using teacher feedback) to go back and explore particular aspects that were not
sufficiently grasped the first time. Feedback will be given on the rubric via scores and/or written comments about what could use more explanation. The teacher may show the short clip mentioned in the teacher resources to give students a brief overview of what they should consider including in their revised assessment. A note guide will be given to students to help them structure their work (Appendix A). Extensions: Students who master the mini-unit objectives are asked to go beyond the task the original problem requires and to list the positive and negative aspects to so many different cultures living in such a small area of land and what the benefits and disadvantages their homogeneous communities could have had on the greater culture of the city.
Appendix A-1
WELCOME TO NEW YORK CITY! Good morning, all! Welcome to New York City. It is our hope that you feel welcomed here in your new home, the United States of America. We recognize that you all are each representing very unique and rich cultures and we look forward to incorporating your valued traditions and other aspects of your home cultures into how we do things here in New York City. The City Council will be holding a city-wide festival at the end of the summer where we hope to represent all of the different cultures found within the city. Though the festival is a few months away, we would like to begin collecting information regarding your various cultures in order to put it in a newspaper that will later be distributed not only amongst your immigrant communities, but city-wide and we feel that there is no one who knows more about your own cultures than you do! We are also well aware of the fact that people come to the United States for many different reasons; our own ancestors were at one time, immigrants. The people down at the City Council offices however, are very interested in hearing why it is you have come to settle here. With that being said, we are requesting that each group write an article about your home culture and what you expect to incorporate into the culture here, as well as the factors that pushed or pulled you to immigrate to the United States. In order to have a successful article, consider and answer the following: -Where do you come from? - Were they push or pull factors that brought you to the United States? -What are these factors, or reasons for your immigration? -What aspects of your home culture are you bringing with you? - What language will you speak and will you speak it here? How will your language impact English vocabulary, if at all? - What are some defining elements of your culture? (Such as religion, values, customs, music, food, way of dress, etc.) - Include a picture of your homeland (like the country or a cityscape), something that reminds you of home, or of your family in traditional dress. Upon the completion of your articles, you will be expected to present before City Council and the selected representatives of the other immigrant communities. We look forward to learning more about you all! Good luck!
Appendix A-2
Evaluation of GROUP MEMBERS: A. Group member (please name) __________________ Best Contributions:_______________________________________________________ Needs to Work on:________________________________________________________ Overall rating (1-5 scale above):__________ B. Group member (please name) __________________ Best Contributions:_______________________________________________________ Needs to Work on:________________________________________________________ Overall rating (1-5 scale above): __________ C. Group member (please name) __________________ Best Contributions:________________________________________________________ Needs to Work on:________________________________________________________ Overall rating (1-5 scale above): ___________
Appendix A- 3
Immigrant Newspaper Article and Presentation on Culture and Motivation for Immigration
Teacher Name: Ms. McCollum
Student Name:
________________________________________
Article Portion:
CATEGORY Knowledge Gained 4
All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. The details in the articles are clear, effective, and vivid 80-100% of the time.
3
All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. The details in the articles are clear and pertinent 90-100% of the time.
2
Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. The details in the articles are clear and pertinent 75-89% of the time.
1
Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
The details in more than 25% of the articles are neither clear nor pertinent.
Articles Interest
The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers and answer all questions from the sheet. No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
The articles contain facts, figures, and/or word choices that make the articles interesting to readers and answer all questions but two from the sheet. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
The article contains some facts or figures but is marginally interesting to read and only answers less than half of the questions.
The article does not contain facts or figures that might make it interesting to read and answers none of the questions proposed on the sheet.
No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
Several spelling or grammar errors remain in the final copy of the newspaper.
Appendix A- 3
Presentation Portion:
CATEGORY Preparedness 4
Student is completely prepared and has obviously rehearsed.
3
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.
Speaks Clearly
Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.
Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.
Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.
Often mumbles or can not be understood OR mispronounces more than one word.
Stands up straight and establishes eye confident. contact with Establishes eye everyone in the room contact with during the everyone in the room presentation. during the presentation. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Enthusiasm
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
TOTAL:
Appendix A-4
Note Guide Using your textbook and the information from the short clip, fill in the blanks below with the appropriate information.
Key Event (s): ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Conditions: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Define:
Immigrant______________________________________________________________________________ ______________________________________________________________________________ Push factor______________________________________________________________________________ ______________________________________________________________________________ Pull factor______________________________________________________________________________ ______________________________________________________________________________ Ethnic______________________________________________________________________________ ______________________________________________________________________________
Newspaper Template
Appendix A-5
Students, you may use this template as an idea to format your news pages!
Appendix A-6