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Immigration to America in the 1800s

Grade Level: This lesson is adaptable for grades 4-8.

Ohio Academic Standards and Connections
History Benchmark B: Explain the reasons people from various cultural groups came to America
Geography Benchmark A: Use map elements or coordinates to locate physical features of North America
Geography Benchmark D: Analyze ways that transportation and communication relate to patterns of settlement and economic activity.
Social Studies Skills and Methods: Differentiate between primary and secondary source
1.  Students will be introduced to reasons people came to America.
2.  Students will be able to point out both the American and European continents on a map as well as various countries, cities and landforms
3.  Students will connect the different modes of transportation used for the journey
4.  Students will follow the actual life of one man who sojourns from Switzerland to Walnut Creek, Ohio
Materials: Power point, video, words to the song “Erie Canal,” post-assessment test,  and map of the world for each student (map not included here)
1. Pre Assessment- These questions will be asked as an introduction to begin the lesson
1. What is an immigrant?
2. How is a canal different than a river?
3. Where is Europe?
4. Why did people come to America?
2. Map Work
Locate the following on a map or maps
Switzerland, France, New York, Atlantic Ocean, Hudson River, Lake Erie,
Boliver, Walnut Creek, Ellis Island
3. Immigration and the Christian Pfister Story
Go through the powerpoint to introduce idea of immigration and Christian Pfister. Powerpoint: Immigration to America in the 1800s
Discuss the concept that there are many different reasons people leave their home countries.
Some Reasons:
1. Economic Opportunity
2. Religious Freedom
3. Persecution
4. Adventure
Show pictures of Africa and remind people there were also people who were forced to come to our Country.
Show the film to explain Pfister’s trip and reasons for coming to America.  Video: Christian Pfister Immigrates to the US
Have a map for each students that he or she can use to follow the program’s narration of Pfister’s trip. 
4. Post Assessment
After viewing the film and listening to the narrator; students will be able to pass the Post Assessment Test.
5. Future Lessons:
Each student has a family tree and at some point in the past one of their ancestors came to this country; ask them to research who was the first ancestor to come to this country.
What did people deem important enough to bring across the ocean?
Make a genealogical chart
Miriam Kratzer:  Lesson plan (adapted from Pfister family history lesson/K. Tisher)
Virginia Steiner: Ellis Island immigrant information narration
Kathie and John Tisher: Waves of Immigration movie maker video
Kevin Walton:  Introduction to Waves of Immigration
John Tisher: Closure and application
Special music: Erie Canal 
Sing-a-long: Miriam Kratzer, Bruce Hershberger, Virginia Steiner

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For your participation in Connecting to the Past, you have earned Three Graduate Non-Degree Credit Semester Hours from the Ohio State University.

For an official record of those hours, you may request a transcript from Ohio State. Those credits will be posted after August 20, 2012.

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Document-based whole-class discussion is a classroom activity where students engage in the interpretation and reconciliation of multiple historical documents. Rather than a heated debate, the classroom dynamic resembles a deliberative seminar, where the teacher plays an active role in facilitating student participation.

You can download a detailed description, with handouts. Another teaching resource from your friends at teachinghistory.org

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