S1+Fuller+Kimberly

=Stage 1 Identify Desired Results= D1 Geographic Knowledge, Concepts, Themes and Patterns Grades 3-5 Students draw on concepts and processes from geography to understand issues involving people, places and environments in the community, Maine, U.S.A. and the world.**
 * **Establish Goals:** **(G)** ||
 * **//Maine Learning Results://** **Social Studies-D. Geography

E1 Historical Knowledge, Concepts, Themes and Patterns Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, U.S.A. and the world.** ||
 * //Maine Learning Results:// Social Studies-E. History

//What understandings are desired?//
•there are specific eras(waves) in which large groups of people have immigrated to the U.S. primarily from Europe and Asia •immigrants and their cultures have greatly influenced and contributed to the United States ||
 * //Students will understand that:// **(U)** ||
 * •people have immigrated throughout the world overtime for many reasons

//What essential questions will be considered?//
•What are some of the immigrants' experiences past/present? •Who are some of the people(groups) who have immigrated to the United States? ||
 * **Essential Questions:** **(Q)** ||
 * •Why do people immigrate to another country?

//What key knowledge and skills will students acquire as a result of this unit?//
poverty, oppression, prejudice, culture
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary: immigrant, immigration, famine,

•Most immigrants came to the U.S. from the 1840's-1920's and were processed through Ellis or Angel Islands and were primarily from Europe or Asia.

•Some of the experiences the immigrants had as they traveled to the U.S. by ship and what their lives were like upon arrival || •describe the various reasons for immigration i.e. war, poverty, famine, oppression, opportunity, etc.

•tell a story about an immigrant's experiences of the past

•use geographic tools to show immigration patterns during the late 1800's-1920's.

•compare two immigrant experiences past and present

•assume a role of an immigrant while writing journal entries

•recognize the multitude of cultures within our country which are present as a result of immigration and how these cultures influence our country ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe**