5th grade

Immigration Unit
 TABLE OF CONTENTS
Unit
Overview………………………………………………………………………………
…..2a-2e
Unit Rationale……………………………………….………….
…………………………………….3
Unit Goals…………………………………………………………………….……..
………………….3
Immigrants & Lady Liberty: (lang. Arts)…………………..
…………………………….4
-Day 1: What is an Immigrant?
…………………………………………………………….…5
-Day 2: Lady
Liberty………………………………………………………………………………7
-The context of the Statue of Liberty………..
………………………………………….…9
-“The New Colossus” by Emma Lazarus………………………..
………………………10
-Verses of the poem for analysis…………………………..
………………………….11-14
-Facts of the Statue of
Liberty………………………………………………………………. 15
Why Settle in America? (history)………………………………………….
………………16
 -Flip book example……………………………………….
………………………………….18
There’s No Place Like Home: (geography)
…………………………………………..19
-Resources……………………………….
……………………………………………..…………23
Our Immigrant Past: (multicultural/culminating activity)………………….
……….24
-Day1: View From Ellis Island……………….……….
………………………….………24
-Day 2: Our Immigrant Past.………….
………………………………………………….26
Summative Rubric…………………………………………….
…………………………………..29
-Project packet for students………………………..
………………………………………30
Bibliography………………………………………………………………………
………………….33
-Teacher’s resources……..…………..
……………………………………………………….33
-Children’s resources…………………….
…………………………………………………..34

Unit Rationale
 Besides Native Americans, everyone here in the United States has an ancestor to thank

for the reason they are here. This unit gives 5th graders an understanding of our immigrant past,

and helps them be more aware of the multiple backgrounds and immigrants in our country.

America is a melting pot and students must understand how this came to be and how it is a

positive influence on their lives. Furthermore, I want students to comprehend the reasons for

immigration. Some immigration was forced (slavery), other immigrants have fled to America as

refugees, some to seek a better life or to find their families. In addition, immigration is a great

subject to teach in the beginning of the year to teach diversity, multiple perspectives, and to

respect one another no matter how different we are or where we come from.

Unit Goals
Social studies should be meaningful and not just full of facts and stories. Therefore, the

goal of this integrated unit is for students to not only learn about our immigrant past and where

we came from, but to appreciate differences while learning valuable skills such as research,

gathering data, analysis, presentation and map skills, and working cooperatively. Students will

study why immigrants came here, where they relocated, and the great diversity and culture they

brought with them. It is my hope students will make personal connections, and are able to

connect and find the information meaningful so it will carry on with them. Furthermore, students

will be capable of respecting those opinions and views that differ from their own, thereby

creating community in the classroom that will last all school year. Acceptance and tolerance of

others is a life skill and value needed in the work place as well as becoming a good citizen.

Immigrants and Lady Liberty

 5th Grade/Language Arts

Time Allocated: 2 days

 Standards
 National Standards
 (c) Identify and describe selected historical periods and patterns of change within and
across cultures.
 Nevada Standards
 Read, interpret, and analyze historical passages. 5.4.28
 Evaluate text (e.g., draw conclusions, make inferences) 5.3.9
 Objectives
 Students will be able to:
 (K) Develop an understanding of the concept of immigration
 (K) Comprehend the main idea of the Poem “The Colossus”
 (S) Locate the Statue of Liberty
 (S) Analyze the poem located on the Statue of Liberty
 (V) Have an appreciation for immigration and poetry
 Pre-requisites
 Be able to read
 Work cooperatively in groups
 Use a dictionary
 Key Concepts
 Immigrant
 Immigration
 Symbol/Symbolism
 Statue of Liberty
 Materials
 Description and Quantity
 Journey to Ellis Island: How my Father Came to America by Carol Bierman
 One copy of the poem, “The Colossus” by Emma Lazarus
 Copies of individual verses from the poem (see attached).
 Elmo
  At least 10 dictionaries
 A basket full of immigration children’s books in both fiction and nonfiction available
for the entire unit for students to look through.
 Distribution Strategy
 Teacher will pass out copies of versus from the poem
 Elmo will be used to write notes on the poem so the class can see
 Dictionaries will be picked up by students as needed
 Collection Strategy
 Teacher will collect poem analysis
 Dictionaries are to be placed back where they belong by the students

 Day 1: Introduction: What is an immigrant?

 Procedures
 Engage/Motivation
 Tell the students they are beginning a lesson on immigration. “Except for Native
Americans, all people living in the United States have an immigrant past. Over the
last few centuries, millions of people have made their way to America—and hundreds
of thousands still come each year. Some, like slaves, came unwillingly, but most were
drawn by the promise of greater freedom and opportunity. So an immigrant is a
person who moves to a country to live that is not their native country. Many
immigrants came to the United States between the 1880s and 1920s for many reasons
we will eventually learn about. Immigrants who were poor had to travel third class.
Third class immigrants were inspected before being allowed to come into America.
Some were sent back to their homeland. Immigrants from Europe (point to map, or
have student locate) poured into America on the east coast into New York at a port
called Ellis Island (point to map). On the west coast, Chinese, Japanese, and other
Asian immigrants arrived through a port called Angel Island (point to map). 35
million people came to America in the one hundred years from the 1820’s until 1924.
It was the greatest human migration in history! For most immigrants, the trip was
difficult. They traveled weeks, sometimes months on boats across the Pacific Ocean
(point on map) and the Atlantic Ocean (point on map). Immigrants are what make
America so diverse and wonderful. We are a nation of nations. Just like in our own
 classroom, we are all different. There is no one skin color, ethnicity, religion,
traditions, values, or type of food. Immigrants came from all over the globe and
brought with them differences. This is what makes America so amazing! We respect
each other for our differences and are able to work cooperatively as a group.”
 Developmental Activity
 Read Journey to Ellis Island: How my Father Came to America. Tell students, “this is
a story about an eleven year old boy from Russia who travels to America with his
mom and younger sister. While we are reading this story, remember that this boy is
close to your age, and try to imagine making the journey he did.” Use the glossary on
pg 48 for definitions and pronunciations.
 Conduct a class discussion asking the following questions:
 Why was the Weinstein family going to America?
 What was wrong with Yehuda and how did he get injured?
 Why were the inspectors worried about Yehuda’s injury and would not allow him
to enter America at first?
 Why did Yehuda and his family need to go to Ellis Island?
 Why did the medical examiners ask Yehuda to run around the island?
 Can you imagine making this journey without your mom or dad?
 “Before we go any further in our lesson, we need to explore immigration more. What
do you know about Immigration?”
 Write the word immigration on the board and do the TABA Questioning Strategy
 List, group, label, and conclude.
 Student Assessment
 Teacher should be observing students and checking for understanding throughout the
discussion.

 Day 2: Statue of Liberty

 Procedures
 Engage/Motivation
 Show photos of the Statue of Liberty and locate it on a map.
  Do a shared reading on the article titled, “The Context of the Statue of Liberty”
 Discuss how it is a symbol of freedom and liberty and they are going to learn more
about that in their next activity.
 Developmental Activity
 Next, introduce the poem “The Colossus” by Emma Lazarus. Explain to the students
that today they are going to learn about the famous poem that is written in stone on
the Statue of Liberty and how they think as a reader to find deeper meaning in the
text. Write on the board, “Why do you think Emma Lazarus wrote this poem?”
 Using an Elmo, analyze the first verse of the poem, investigate the meaning of the
phrases used and think aloud, modeling inferring strategies. Look up the word brazen
and explain to the students they should use a dictionary to find the meanings of the
word. Explain the use of figurative language and metaphors and those words can have
multiple meanings. Write notes on the poem. Discuss and restate the findings.
 Have the students work in partners and give each group a chunk of the poem. Tell
them to analyze the poem carefully and draw conclusions as to what they think it
might mean. Remind them to use their dictionaries.
 Circulate the room and observe facilitating where needed.
 After students are done, everyone will share and compare what they thought their
verse meant. Teacher will write translations down under or next to the verse using the
Elmo so everyone can see.
 Accommodations & modifications
 Students who have difficulty with this assignment should be given an easier verse. If
there are an odd number of students, a group of 3 can be made in order for the student
to get extra help.
 If there are any ESL students, print the verse in their language and see if they can
explain what it might mean in English or they can draw a picture of what it means to
them depending on their speaking abilities.
 If students finish early, they can read children’s literature on immigration from the
basket
 Closing
  After discussion is complete and poem is analyzed, revisit the question, “Why do you
think Emma Lazarus wrote this poem?” and discuss answers. Discuss how this poem
helps give Lady Liberty meaning, and why this is a symbol for immigrants.
 Tell them from now on, they need to be thinking deeper when reading, researching,
and learning about complex issues like immigration.
 Extension
 Have students read fun facts on the Statue of Liberty (See attachment) or they can
look through basket of children’s books about immigration.
 Student Assessment
 Formative: Poem Analysis Checklist:
 Have students turn in their verse with the notes written and their translation of it.
Use the checklist below to grade:

Defined any unknown words: ________(2 pts)

Wrote synonyms for words: ________(2pts)
Translated any metaphors or figurative lang.: _______(2pts)
Came up with reasonable explanation/translation: _______(2pts)
Vocalized and discussed findings with the class: ______(2pts)
Total: ___________
 The New Colossus
By Emma Lazarus

Not like the brazen giant of Greek fame,

With conquering limbs astride from land to land;

Here at our sea-washed, sunset gates shall stand

A mighty woman with a torch, whose flame

Is the imprisoned lightning, and her name

Mother of Exiles. From her beacon-hand

Glows world-wide welcome; her mild eyes command

The air-bridged harbor that twin cities frame.

"Keep ancient lands, your storied pomp!" cries she

With silent lips. "Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!"

Name____________________________ Date_________

Directions: Analyze the following verse from the poem “The New Colossus” by Emma Lazarus.
Write notes, define words, and translate metaphors and figurative language. Find the deeper
meaning of this verse. Note: You will be graded on this.

Here at our sea-washed, sunset gates shall

stand

A mighty woman with a torch, whose flame

Is the imprisoned lightning, and her name

Mother of Exiles.
 “OUR IMMIGRANT PAST” PRESENTATION
We have just about concluded our unit on immigration! You have come a long way, and
have learned that if we look far enough back, we all have an immigrant history. America is made
up of immigrants-- we are a nation of nations. This is what makes the United States so great, our
country is full of so many different customs, religions, music, food, clothing, holidays, and
values! Now it’s time to take a journey into our own past and find out where we come from. For
this assignment you are going to do some research on your own family’s personal immigration
story and share it with the class. Go as far back as you can.
You must do this using research skills: interview a family member, research your
personal genealogy, Internet based search, and research a particular country your family is from.

Each presentation must include the following:

1) A diagram of your family tree (go as far back as you can)
2) History of Immigrants (note: immigrant can be from another state, does not
have to be another country)
a. Place of birth
b. Pictures, illustration, or artifacts
c. What brought them to the United States
d. Summary of their life in their original country
e. Examples of customs, dress, music, food, and religion they brought to
America
3) Short history and geographical information of the place they came from
4) The immigrant’s effect on your family and you in general
**Present this information artistically. Ex: PowerPoint Presentation, artistically
written, poster board, etc.**

Interview questions to ask your relative:

o Where were you born?
 o What country did you emigrate from?
o What year did you come to the United States?
o Why did you come to the U.S.?
o Who, when, and why did you come here?
o What was your trip to the U.S. like?
o What was your first impression of the U.S.?
o Did you bring anything special with you? Why did you bring that item?
o (For adult immigrant) What did you do for a living before you came here? What
do you do in the U.S.?
o (For child immigrant) How does school in the U.S. compare with your old
school?
o What did you do for fun in the country where you used to live?
o What was your life like in your other country?
o What kind of customs, traditions, dress, food, music, and/or religion did you bring
here with you?
o I need to make a timeline of your life before, during, and after immigration, can
you tell me the journey you took and key events?

Websites to aid in your search:

Genealogy Search: http://www.genealogy.archives.com

https://www.familysearch.org/
http://www.ancestry.com/

Family Tree Builder: http://www.myheritage.com/

http://www.makemyfamilytree.com/
http://www.familyecho.com/

Ellis Island search: http://www.ellisisland.org/genealogy/index.asp

Websites on Angel Island: http://aiisf.org/

http://www.parks.ca.gov/?page_id=1309

Cultures and Countries: http://www.exploreandmore.org/world/default.htm

https://www.cia.gov/library/publications/the-world-factbook/