Immigration, Culture and Conflict in the United States

Introduction

PURPOSE:

Hello 8th Graders,

This adventure is one in which will you get a better understanding of how culture and conflict are intertwined in the United States.  You and your fellow explorers are going to delve into the events that impact relations among various ethnic groups that have resided what is now the United States since the 17th century.

 

Task

 

OBJECTIVES:

Upon completing this assignment, students will be able to:

A.  Define immigration and migration and explain the process of each in the US.

  1. What is immigration? 
  2. Identify 3 reasons why people immigrate to the United States?
  3. Explain the immigration process.
  4. Does the United States Government place restrictions on immigration?
  5. Is the immigration process the same for the coming from various countries?
  6. When did the most people immigrate to the United States?  Why?
  7. What is migration? 
  8. Identify 3 reason why people migrate in the United States?
  9. Explain the migration process?

 

B.  Identify selected racial, ethnic, and religious groups in the United States.                                                      

  1. What is the US Census?
  2. According to the US Census, how many people were living in the US in 2017?
  3. What are the 10 largest ethnic groups in the United States?
  4. Provide reasons why these groups came to the United States?
  5. Define the groups that are labeled “minorities”.  Define those labeled as “the majority”?
  6. Are these definitions changing?  Why or why not?
  7. Explain why the US Census data could be “off”?
  8. What is the difference between the percentage of people that have a high school diploma in the United States and the percentage of people who have graduated from college in the United States?
  9. Why is it important to identify the date of the data reported in a census document?
  10. How often does the US conduct a census?
  11. Explain how a census is conducted?
  12. Compare the 2010 Census to the way you think the 2020 Census will be conducted?  Will it be easier to collect the data?  Why or why not?
  13. What is your prediction of how the population will change in 2020 compared to 2010?

C.  Explain urbanization. 

  1. Identify the causes and effects of urbanization in the United States.
  2. Define inner city and suburbs.
  3. What are some characteristics of the inner city that impact society?
  4. What are the most poverty stricken areas in the United States?
  5. Describe the differences in crime, education, and employment in higher socioeconomic areas vs. lower socioeconomic areas.

 

D.  Explain the conflicts resulting from the differences of the following in the United States:

            

  1. Race / Ethnicity
  2. Religion
  3. Social class
  4. Political beliefs

E.  Analyze the contributions of people of various racial, ethnic, and religious groups to the national identity of 

     the United States.

 

F.  Identify the contributions of women in American History. 

  1. Political
  2. Social
  3. Civil Rights
  4. Economic

High Level Thinking 

Through this lesson, students will research the topics of the objectives.  Through comprehension of the material found through the use of technology, they will analyze the data, classify it into groups, and summarize the causes and effects of specific events during appointed time periods.  Students will then conduct an evaluation of how past events effect the current events.  They will be asked to evaluate what has improved, gotten worse, or stayed the same over the years.

 

Process

 

PROCESS:

  1. Instructions:
    1. Meet with your assigned partner.
    2. Choose a research topic from the Task Objectives A – F section.
    3. Use various resources to include their texts, school library, and internet resources to research their topic.
    4. Create a chart to present to the class detailing your findings.
    5. Once all of the topics have been presented by the various groups.  A class period will be devoted to taking notes from the presentations that were presented by your classmates using their presentation boards that are posted around the classroom and any additional information provided by your teacher.
    6. You will then evaluate your partners in your group on the provided survey.
    7. To close out the lesson, you will be asked to answer an essay question related to one of the topics presented (not the topic that you researched/presented to the class).

RESOURCES:

 

                                                                 

 

                                                                              

You may use any of the following resources to conduct your research on the objective you have been assigned.  You may use any of the resources in the library as long as the resource (with the exception of information found on the U.S. Census website) is less than five years old and is from a credible source. Please remember to site the sources you use and don't forget the specify the date. Refer to your siting resource that is on our class webpage.

https://www.libertyellisfoundation.org/immigration-timeline

http://www.apa.org/pi/ses/resources/publications/minorities.aspx

https://www.usa.gov/life-in-the-us

https://www.worldatlas.com/articles/largest-ethnic-groups-and-nationalities-in-the-united-states.html

https://www.usnews.com/news/articles/2015/07/06/its-official-the-us-is-becoming-a- minority-majority-nation

https://www.census.gov/quickfacts

http://www.american-historama.org/1881-1913-maturation-era/urbanization-in-america.htm

https://urban.yale.edu/research/theme-4

https://berkleycenter.georgetown.edu/events/religious-freedom-and-equality-emerging-              conflicts-in-north-america-and-europe

https://web.stanford.edu/class/e297a/The%20History%20of%20Religious%20Conflict.htm

https://www.nytimes.com/2012/01/12/us/more-conflict-seen-between-rich-and-poor-survey-finds.html

http://www.apa.org/monitor/2015/02/class-differences.aspx

https://www.scholastic.com/teachers/articles/teaching-content/origins-and-functions-political-parties/

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/irish8.html

Evaluation

ASSESSMENT                                        

Students will be evaluated on the content of the material, their participation in their group through a group survey, and the presentation that they give to the class.  Students will be given two grades for the project.  A group grade and an individual grade that will include a response to an essay question.  Each will be measured based on the following criteria on a scale of 1-4.

EVALUATION                                   

Group Planning -- Research Project: Immigration, Culture, and Conflict in the United States

Teacher Name: Mrs. Glover





Student Name:     ________________________________________

CATEGORY

4

3

2

1

Group Timeline

Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.

Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.

Ideas/Research Questions

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Quality of Sources

Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Creativity and Group Effort

Each group member contributed to the project providing a creative element to the final product and presented the material in a collaborative effort in a clear manner.

Most of the group members contributed to the project. The material presented was accurate but lacked originality.

The workload was carried by one member of the group. While it may have contained creative elements, the overall concept of the group presentation and research effort was not met.

The group did not work well together to produce a quality product. The final presentation lacked information and originality in presentation.

 

Conclusion

CONCLUSION                                

CONGRATULATIONS EPIC EXPLORERS!!!!  YOU DID IT!!!!!  Now let's wrap this thing up.  Each of you is required to finish one of the statements below or to answer one of the following questions as part of your assessment for this project in a complete paragraph.

-  The thing I found most interesting about this research was_______

-  The census is / is not useful today because  _______

-   Do you think that America is the land of opportunity for everyone as the colonizers claimed it to be?

Credits

WORKS CITED

1.  All images were drawn from bing.com/images.  The purpose of use for educational enhancement.

2. Online Resources

a.  https://www.libertyellisfoundation.org/immigration-timeline

b.  http://www.apa.org/pi/ses/resources/publications/minorities.aspx

      https://www.usa.gov/life-in-the-us

c.  http://www.american-historama.org/1881-1913-maturation-era/urbanization…;

    america.htm

d.  https://urban.yale.edu/research/theme-4

e.  https://berkleycenter.georgetown.edu/events/religious-freedom-and-equality-                 emerging-conflicts-in-north-america-and-europe

f.https://web.stanford.edu/class/e297a/The%20History%20of%20Religious%20C…

g.  https://www.nytimes.com/2012/01/12/us/more-conflict-seen-between-rich-and-poor-survey-finds.html

h.  http://www.apa.org/monitor/2015/02/class-differences.aspx

i.  https://www.scholastic.com/teachers/articles/teaching-content/origins-and-functions-political-parties/

j.https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/irish8.html

k. https://www.history.com/topics/holidays/womens-history-month/pictures

l.  http://teacher.scholastic.com/activities/women/notable.htm

2. TEKS (http://tea.texas.gov/curriculum/teks/)

TEKS:  113.20. Social Studies, Grade 8, Beginning with School Year 2011-12. 23.A-E.

Teacher Page

Marlene E. Glover

Hello,



My name is Marlene Glover and I am excited to be pursuing my life long goal to become an educator.  My passion has always been to serve and assist others through challenging times.  From an early age, my family has instilled in me the value of education and that with it, the possibilities are endless.  I understand that life throws curve balls, and we all have challenges, but the most impossible tasks are the ones we never try.  No two people are alike, so why shouldn't our learning processes be different as well.  I believe that we all have something to contribute and that we never stop learning.  I look forward to meeting educators and learners alike.  I only hope that I will be used as an instrument to assist others in achieving their goals and finding the resources they need to be successful.

This was my first ever WebQuest assignment for an Educational Technology course.  Creating this WebQuest involved research and integrating curriculum standards with technology.