Melting Pot or Patchwork Quilt? Immigration and Cultural Diversity in the United States



Download 284.71 Kb.
Page1/3
Date conversion02.06.2016
Size284.71 Kb.
  1   2   3
Melting Pot or Patchwork Quilt?

Immigration and Cultural Diversity in the United States

An Internet WebQuest on Immigration and Cultural Diversity in the U.S.


Created by Mrs. Cindy Kanuch


Introduction | Portfolio | Class Discussion Questions | Resources | Assess


Library of Congress American Memory




Back to Top



Portfolio
Students will create a portfolio for an ethnic group of their choosing. Suggested groups include: Italian Americans, Irish Americans, German Americans, Slovak Americans, or any group approved by the teacher. Detailed requirements for each project can be found with the rubrics under the assessment link. The completed portfolio must contain 3 of the following options:


  1. Illustrated Children’s Book – Student assumes the role of an immigrant, researches the character’s nationality and creates a 12 page, illustrated children’s book telling about the character’s immigration experience. Each page must include a paragraph (5 sentence minimum) of writing.




  1. Immigration Flip-Book – Student will create a 7-page flip book. Each page will concentrate on one aspect of immigration, such as push/pull factors, the voyage, or the arrival at Ellis Island. Each page must contain an illustration, and a 5 to 8 sentence paragraph describing the chosen aspect.




  1. Newspaper Feature Article – Student assumes the role of a New York Times reporter, researches an immigrant group, and writes a four-part series feature article about an immigrant. The articles will relay not only the immigrant’s experience but also the receptiveness of the immigrant’s new countrymen.




  1. ABC Chart of Immigration – Student will create an ABC chart. The chart should be divided into 24 blocks – one block for each letter of the alphabet (xyz are all in a single block). Each block should be titled with an immigration-related word that begins with the letter, followed by a 5 sentence (minimum) paragraph that explains immigration in relation to the word and an illustration.




  1. Postcards – Student assumes the role of an immigrant, researches the immigrant’s ethnic group, and creates a series of 6 illustrated postcards that describe the immigrant’s experience. The postcards should be presented in a pocket book, postcards related to the experience prior to arrival in one pocket, and postcards related to the experience on American soil in the other.




  1. Journal – Student assumes the role of an immigrant, writes a minimum of 5 creative but historically accurate journal entries describing his/her immigration experience.




  1. Immigration Wheel – Student will create a wheel of information related to immigration. The wheel should be divided into a minimum of 8 wedges, each wedge containing an illustration and a description of one aspect of immigration.




  1. Photographic journey – Student will create a “photo-documentary” using a minimum of 30 photographs from on-line sources illustrating the immigrant experience.




  1. Folkways Project – Student will prepare and present to the class a recipe, craft, dance, folktale, and/or music indigenous to the ethnic group.


Back to Top

Class Discussion Questions

Upon completion of this project, students should be able to answer the following questions. The class as a whole will discuss the questions and arrive at a group consensus.




How do ethnic groups contribute to a nation’s identity?

Have America’s many cultures created a singular culture or a pluralistic culture?

Has America always welcomed the presence of “other” cultures?

What is America’s ethnic identity?

How have America’s attitudes concerning immigration changed over time?



What are the major ethnic groups in the United States?

What brought the ethnic groups together in the United States?

What troubles have ethnic groups faced? How did they overcome the challenges?

What contributions have ethnic groups made to America?

What is the future of immigration practices in the United States?






Back to Top


Resources

Try these websites to get started!


American Memory

Interactive Tour of Ellis Island

Tour Immigrant History

Immigration History Research Center

Center for Immigration Studies

Immigration History

Ellis Island

Digital History

Modern History Internet Sourcebook

US Immigration Resources

Angel Island

Ellis Island – History Channel

Ellis Island and Statue of Liberty – National Park Service

Hispanic Immigration

American Immigration History - PBS

America’s Heritage: A History of US Immigration

Immigration Links

The History Channel – type “immigration” in search box

Discover Your Ancestors

The Immigrant Journey

Immigration: the Perpetual Controversy

Chinese Exclusion Act

Immigration Statistics

Asian American Experience

 



Back to Top

Assessments
Consult the appropriate rubrics to ensure your project is on track!

Children’s Book

Flip-Book

Newspaper Feature Article

ABC Chart

Postcards

Journal

Immigration Wheel

Photographic Journey

Folkways Project
The points earned for each project (out of total possible for the projects you chose) will be used to calculate your portfolio grade! Make sure your portfolio is neatly put together and the projects are easy to identify. Neatness creativity count!


Back to Top


Illustrated Children’s Book Rubric
Student assumes the role of an immigrant to the United States before 1920 and researches the character’s nationality. The student/immigrant will create an illustrated children’s book telling about the character’s immigration experience.

 The book should be a minimum of 12 pages in length, not including the front and back covers.

 Front cover should be illustrated, include the book’s title, and the author’s name

 Illustrations should be hand drawn, included on every page, in color, and applicable to the story

 Topics within the children’s book should include:

 Immigrant’s life in the Old World

 The journey to the New World

 Immigrant’s dreams for this new life

 Information about the immigrant’s nationality and ethnicity

 The character’s family’s names, ages, and occupations

 An explanation of the character’s culture such as the customs, language, and food

 Immigrant’s reason for leaving homeland

 His/her experiences on the ship

 The realities of life in America


This should be a work of historical fiction – a make-believe story using historical facts.


CATEGORY

Excellent

Good

Satisfactory

Needs Improvement

Writing Process

Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Neatness

The final draft of the story is readable, clean, neat and attractive. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Spelling and Punctuation.

There are no spelling or punctuation errors in the final draft. Character and place names are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors

Accuracy of Facts

All facts presented in the story are accurate.

Almost all facts presented in the story are accurate.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Requirements

All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Illustrations.

Original illustrations are detailed, attractive, creative, and relate to the text on the page.

Original illustrations are somewhat detailed, attractive, and relate to the text on the page.

Original illustrations relate to the text on the page.

Illustrations are not present OR they are not original




Back to Top


Immigration Flip-Book Rubric
Student will create a 7-page (minimum) flip-book with a cover page. The book is created by staggering the folds of 4 sheets of paper. Each page will concentrate on one aspect of immigration and must contain an illustration, and a 5 to 8 sentence paragraph describing the chosen aspect.

 The flip-book should be a made from 4 pages, the shortest/top page serves as the title page/book cover.

 Front cover should be illustrated, include the book’s title, and the author’s name

 Illustrations should be hand drawn or from the internet, included on every page, in color, and applicable to the research

 Choose from the following topics:

 Life in the homeland

 Push/pull reasons for immigration

 Choosing a destination – ethnic neighborhood? community? farm life? city life?

 Conditions/description of the voyage by ship

 Experience after arrival at processing stations - inspections

 An explanation of the culture such as the customs, language, and food – which aspects did they maintain, which did they abandon? why?

 Description of new beginning in America

 Reception of ethnic group in America – well received or hated

 Map and description of primary ports of departure and arrival

 The realities of life in America

 Famous immigrants


This project is based on historical research.


CATEGORY

Excellent

Good

Satisfactory

Needs Improvement

Writing Process

Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to present the research in a professional manner.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Neatness

The final draft of the flip-book is readable, clean, neat and attractive. It looks like the author took great pride in it.

The final draft of the flip-book is readable, neat and attractive. It looks like the author took some pride in it.

The final draft of the flip-book is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Focus on Assigned Topic

The entire flip-book is related to the assigned topic and the depth of the research and writing allows the reader to understand much more about the topic.

Most of the flip-book is related to the assigned topic. The information sometimes lacks depth, but the reader can still learn something about the topic.

Some of the flip-book is related to the assigned topic, but the research and writing lacks depth so that a reader does not learn much about the topic.

No attempt has been made to research and write about the topic.

Spelling and Punctuation.

There are no spelling or punctuation errors in the final draft.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors

Accuracy of Facts

The flip-book reflects thorough research and presents little-known facts.

The flip-book reflects some research and some of the facts represented are common knowledge.

The flip-book reflects minimal research and most of what is presented is common knowledge.

The flip-book reflects little or no research and the facts presented are elementary and common knowledge.

Creativity

The flip-book contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author’s approach to the research draws the reader’s interest.

The flip-book contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author’s approach is somewhat interesting.

The flip-book contains a few creative details and/or descriptions. The author’s writing is not very interesting and does little to add to the reader’s enjoyment.

The research and writing is not presented in an interesting or creative fashion..

Requirements

All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Illustrations.

Illustrations are detailed, attractive, creative, and relate to the text on the page.

Illustrations are somewhat detailed, attractive, and relate to the text on the page.

Illustrations relate to the text on the page.

Illustrations are not present OR they did not relate to the topic.
  1   2   3


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page