Unit Theme:​ Family, Migration, and Immigration

Timeline: ​4 weeks 9th -11th grade

Subject Social Studies World History U.S. History
Rationale:
This unit is designed to help the students answer essential questions about family,
migration, and immigration. There are many different definitions of our family. We
could define a family in terms of passing genetic information from parent to offspring,
and then creating a network that is a familial unit. We could also define family by our
cultural values, geographic distribution, or national identity. Some people don’t have a
traditional “family” so they may rely on the bond of camaraderie to realize a new family
and what those connections mean to them. This unit will also explore the historical and
geographical migration and immigration events that have occurred throughout history.
Historical reasons for defining family are varied in nature. Connections can be
something as simple as being at a certain time and place in history. This can be defined
as a shared history in that individuals at that time and place form a bond that stays with
them for the rest of their lives. An example of this can be those members of the 101st
Airborne who survived the ill-advised and sloppily planned night drop on the eve of
D-Day or comrades in arms who served together in the Vietnam War. On a broader scale
a shared history could be an event at the national or world scale. An example of
something on a national and global scale would be the Jews of Europe who survived the
holocaust or lost family members to it during Adolf Hitler’s reign of terror. Members of
the same race or ethnic background may also view others of the same race or ethnic
background as family and react protectively to others who would attack themselves or
others of their race or ethnic background.
Geographical definitions of family can be something as simple as a close association
of people within the same neighborhood who view or treat each other as family is
perceived. National identity can be thought of as family in that the citizens self-identify
with each other simply on the basis of their country of residence or their geographic
origin. Political divisions within the geographically defined country or state also identify
as family and tend to cultivate a culture of sticking together against outside forces or
influences they perceive as negative to their political family.
Geographical diffusion of family takes place as individuals or groups immigrate or
migrate to other geographical areas. An example of this is the historical and geographic
movement of those of German or Irish descent from Germany and the United Kingdom to
the United States in the late 1800s. While changing location these individuals still tended
to form family units with others of their national origin or race in their new country. The
great migration within the United States from the late 1800s to the early 1900s involved
the movement of African Americans by the millions from the southern to the northern
states. Due to a multitude of factors that will be covered within this unit the African
Americans still tended to live in close proximity to each other, forming racial
neighborhood families. These same principles also apply to the relocation of culture and
religion.
 Student Learning Outcomes
Focus Standards

History and Geography

(High School Social Studies)
Strand 1: American PO 1. Describe causes PO 3. Describe
History and consequences of aspects of post
the Great Depression: World War II
Concept 8: Great b. Dust Bowl (e.g., American
Depression and World environmental society:
War II damage, internal e. shift to
migration) increased
immigration
from Latin
America and
Asia
Concept 7: Emergence of PO 2. Assess how the
the Modern United States following social
developments
influenced American
society in the late
nineteenth and early
twentieth centuries:
b. changing patterns
in Immigration (e.g.,
Ellis Island, Angel
Island, Chinese
Exclusion Act,
Immigration Act of
1924)
Strand 2: World History PO 2. Explain how
the
Concept 4: Renaissance ideas of the Protestant
and Reformation Reformation and the
Catholic Reformation
(e.g.,
secular authority,
individualism,
migration, literacy
 and
vernacular, the arts)
affected society.

Strand 4: Geography PO 1. Interpret PO 2. Analyze PO 3. Analyze the

population growth and push/pull factors effects of migration
Concept 4: Human demographics (e.g., that contribute to on places of origin
Systems birth and death rates, human and destination,
population growth migration. including border
rates, doubling time areas.
and life expectancy,
carrying capacity).
Concept 2: Places and PO 3. Examine PO 4. Analyze
Regions geographic issues the differing
(e.g., drought in political,
Sahel, migration religious,
patterns, economic,
desertification of Aral demographic,
Sea, spread of and historical
religions such as ways of viewing
Islam, conflicts in places and
Northern regions.
Ireland/Ireland,
Jerusalem, Tibet) in
places and world
regions.
Arizona’s College and 9-10.RH.1. Cite 9-10.RH.2. 9-10.RH.3. Analyze
Career Ready Standards specific textual Determine the in detail a series of
English Language Arts evidence to central ideas or events
and support analysis of information of a described in a text;
Literacy in History/Social primary and primary or determine whether
Studies secondary sources, secondary earlier
attending to such source; events caused later
features as the date provide an ones or simply
and origin accurate preceded them.
of the information. summary of how
key events
or ideas develop
over the course
of the text.
9-10.RH.4. Determine 9-10.RH.7. 9-10.WHST.4.
the meaning of words Integrate Produce clear and
and quantitative or coherent writing
phrases as they are technical in which the
used in a text, analysis (e.g., development,
including charts, research organization, and
vocabulary describing data) with style
political, social, or qualitative are appropriate to
economic analysis in print task, purpose, and
aspects of or digital text. audience.
history/social studies. Produce clear and
9-10.L.6 Acquire and coherent functional
use accurately general writing
academic and (e.g., formal letters,
domain-specific envelopes,
words and phrases, experiments,
sufficient for reading, labels, timelines,
writing, speaking, and graphs/tables,
listening at the college procedures,
and career readiness charts, maps,
level; demonstrate captions, diagrams,
independence in sidebar, flow
gathering vocabulary charts) in which the
knowledge when development,
considering a word or organization
phrase important to and style are
comprehension or appropriate to task,
expression. purpose, and
audience.
9-10.WHST.6. Use 9-10.WHST.8. 9-10.WHST.9. Draw
technology, including Gather relevant evidence from
the information from informational
Internet, to produce, multiple texts to support
publish, and update authoritative analysis, reflection,
individual or shared print and digital and research.
writing products, sources,
taking using advanced
advantage of searches
technology’s capacity effectively;
to link to other assess the
information and to usefulness of
display information each source in
flexibly and answering the
dynamically. research
 question;
integrate
information into
the
text selectively
to maintain the
flow of ideas,
avoiding
plagiarism and
following a
standard
format for
citation.
9-10.WHST.10. Write
routinely over
extended time
frames (time for
reflection and
revision) and
shorter time frames (a
single sitting or a day
or
two) for a range of
discipline-specific
tasks,
purposes, and
audiences.
Enduring Understanding: Family identity exists Theme-Related
Important Concepts in more than the Essential What short and
conventional sense of Questions long term impacts
the word. did the immigration
of families,
Unconventionally, conventional and
family identity exists unconventional,
at other than the have on the social
cellular level. The makeup of the
concept family can United States?
transcend political,
racial, geographical, What were the long
and religious term effects of the
boundaries. To Great Migration on
understand this American Society
 dynamic a person at both the origin
needs to understand and the destination?
what constitutes
What are the
family and causes
significant effects,
these bonds to form
both positive and
among people who
negative, that
would not otherwise
religious migration
be considered family
and immigration
in this conventional
have on nations at
sense.
the political and
Migration and societal levels?
immigration events
have occurred
throughout history
with both positive and
negative
consequences.

The world is always

in motion and the
actions of the few can
affect the whole.

Technology Integration Use ​mindomo​, which is a mind mapping organizer. Students will
use presentation software in completion of the final performance
task.

Use peer-reviewed primary and secondary resources derived from

online journals and other online resource formats. Most of the
research conducted will be done utilizing school issued
technology. Additionally, online video resources and
presentation software will be used to deliver content material.
Performance Task The students, in groups of three, will create an investigative
team that has traveled to various locations around the world. The
team is collecting and compiling research that reflects different
types of migration and immigration
First, the students will create a document outlining the
timeline and locations of their teams travels. This outline should
closely mirror the immigration and migration patterns of the
 cultures and genetic diffusion that they are presenting as part of
their teams report.
Next, the students will produce a key vocabulary term list and
definitions of what they encountered in their teams travels as it
relates to the fields of History and Geography. These terms need
to be utilized in the final part of the project.
Finally, the students’ teams are tasked with producing an oral
presentation, integrating the use of technology, to present at a
conference consisting of the entire class. The report will include a
timeline and examples of items the team documented in their
travels (such as cultural practices in a location not common to that
locale, new terms and definitions). The report will also include
the team members names and roles.
Examples of other items for inclusion in the report are:
education levels, food types, family dynamics, migration and
immigration patterns, cultural practices that have migrated,
culture that is unique to a region, migration and immigration of
cultures.
Common Instructional Strategies
All Learners
Will use ​mindomo​ mind mapping organizers (digital)
PBELL
Will utilize Think-Pair-Share
Pre-reading
Make use of Typographical Clues
DBQs
RAFT
Vocabulary Triangles
Semantic Feature Analysis
Use Graphic Organizer
English Language Learners
Assigning a bilingual student to help with their partner’s comprehension
Make use of visuals
Read Alouds
Typographical Clues
(Resource / Speech Language)
Make use of accommodations as noted in I.E.P.s or 504 plans
Provide wait time
Chunk instruction

GATE (Gifted And Talented Education)

● Increase the Lexile rating in the students’ reading
● Provide independent reading list related for unit topic
● Assign as team leaders
 Focus Standards

Strand 1: American History

Concept 8: Great Depression and World War II
PO 1. Describe causes and consequences of the Great Depression:
b. Dust Bowl (e.g., environmental damage, internal migration)
PO 3. Describe aspects of post World War II American society:
e. shift to increased immigration from Latin America and Asia
Concept 7: Emergence of the Modern United States
PO 2. Assess how the following social developments influenced American
society in the late nineteenth and early twentieth centuries:
b. changing patterns in Immigration (e.g., Ellis Island, Angel
Island, Chinese Exclusion Act, Immigration Act of 1924)
Strand 2: World History
Concept 4: Renaissance and Reformation
PO 2. Explain how the ideas of the Protestant Reformation and the Catholic
Reformation (e.g., secular authority, individualism, migration, literacy and
vernacular, the arts) affected society.

Strand 4: Geography
Concept 4: Human Systems
PO 1. Interpret population growth and demographics (e.g., birth and death rates,
population growth rates, doubling time and life expectancy, carrying capacity).
PO 2. Analyze push/pull factors that contribute to human migration.
PO 3. Analyze the effects of migration on places of origin and destination,
including border areas.
Concept 2: Places and Regions
PO 3. Examine geographic issues (e.g., drought in Sahel, migration patterns,
desertification of Aral Sea, spread of religions such as Islam, conflicts in Northern
Ireland/Ireland, Jerusalem, Tibet) in places and world regions.
PO 4. Analyze the differing political, religious, economic, demographic, and
historical ways of viewing places and regions.

Arizona’s College and Career Ready Standards English Language Arts and Literacy in
History/Social Studies
9-10.RH.1. Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
9-10.RH.2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course of the
text.
9-10.RH.3. Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
9-10.RH.4. Determine the meaning of words and phrases as they are used in a text,
 including vocabulary describing political, social, or economic aspects of history/social
studies.
9-10.RH.7. Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
9-10.WHST.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. Produce clear and
coherent functional writing (e.g., formal letters, envelopes, experiments, labels, timelines,
graphs/tables, procedures, charts, maps, captions, diagrams, sidebar, flow charts) in which
the development, organization and style are appropriate to task, purpose, and audience.
9-10.WHST.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
9-10.WHST.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
9-10.WHST.9. Draw evidence from informational texts to support analysis, reflection,
and research.
9-10.WHST.10. Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

ISTE Standards
Empowered Learner
a. articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve
learning outcomes.
c. use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
Digital Citizen
b. engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
Knowledge Constructor
a. plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
c. curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or
conclusions.
d. build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Creative Communicator
 a. choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
c. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
Global Collaborator
b. use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
d. explore local and global issues and use collaborative technologies to work with
others to investigate solutions.

Essential Understandings Knowledge/Skills

Important Concepts: Students will be able to:

Family identity exists in more than the Identify reasons for human migration and
conventional sense of the word. give examples from the Great Migration

Unconventionally, family identity exists at Identify push-pull factors associated with

other than the cellular level. migration and immigration

The concept family can transcend traditional, Identify key historical events involving the
political, racial, geographical, and religious migration and immigration of families
boundaries.
Identify key immigration laws in U.S.
To understand the family dynamic a person
History and their effects on immigration, both
needs to understand what constitutes family and
positively and negatively
causes these bonds to form among people who
would not otherwise be considered family in this
Summarize the differences and similarities
conventional or traditional sense.
between migration and immigration
Various reasons exist for migration and it is an
ongoing non-static phenomenon that involves Discern bias when analyzing textual
individuals and families. evidence.

Immigration is an ongoing process with both
negative and positive consequences.
Laws created to limit or expand immigration
have effects on both the losing country and the
country gaining the immigrant family.
Utilize the factors associated with
immigration events and create a personal
movement story utilizing those factors.
Texts Assessment

● Bacci, Massimo Livi. “A short History of Formative: Summative:

Migration.” Polity. 5 Nov. 2012. Print.
Web. 15 Apr. 2018. Annotations of Summarize the
Articles: push-pull factors
● Equiano, Olaudah. “The Interesting
“Immigration before involving migration
Narrative of the Life of Olaudah Equiano, 1965” and and immigration.
or “Immigration Since
Gustavus Vassa, the African, in Henry 1965” Compare and contrast
Louis Gates, ed., The Classic Slave migration versus
Narratives.” New York: Mentor. Vocabulary fill in the immigration.
Smithsonian Museum of American blank and matching
exercise “Create your own
History. immigration story”
americanhistory.si.edu/onthewater/oral_h Lecture notes on the based on an actual
istories/life_at_sea/equiano.htm. 1987. Great Migration and historical
Web. 14 Apr. 2018. Immigration Laws immigration event
● Hughes, Hip. “The Great Migration incorporating facts
Explained: US History Review.” Worksheets on surrounding the
Migration and event.
www.youtube.com/watch?v=DcEPxlGG
Immigration events
n-Y. Video. 10 Feb 2016. Web. 16 Apr.
2018. Mapmaking exercise
● History.com. “U.S. Immigration Before utilizing National
1965.” Geographic
www.history.com/topics/u-s-immigration Education website
for research
-before-1965. Article. 2018. Web. 16
Apr. 2018.
● History.com. “U.S. Immigration Since
1965.”
www.history.com/topics/us-immigration-
since-1965. Article. 2018. Web. 16 Apr.
2018.
● History.com. “U.S. Immigration Since
1965.”
www.history.com/topics/us-immigration-
since-1965. Video. 2018. Web. 16 Apr.
2018.
● International Organization for Migration.
“International Organization for
Migration.” Home Page.
 www.iom.int/world-migration. 2018.
Web. 17 Apr. 2018.
● Manning, Patrick. “Migration in World
History: Themes in World History.”
Routledge. 18 Oct. 2012. Print. Web. 15
Apr. 2018.
● National Geographic Society. “National
Geographic Education.” Home Page.
www.nationalgeographic.org, 2018. Web.
17 Apr. 2018.
● Woodson, Jacqueline. “This Is the Rope:
A Story from the Great Migration.”
Puffin Books. 1 Aug. 2017. Print. Web.
15 Apr. 2018.

Learning Plan: Scope and Sequence* Differentiation

​ odelling and scaffolding will be utilized for

M ELL:
each new topic within the unit and strategies
encountered within the unit plan. A check will Scaffolding will be used in all of the
be made for understanding with each new activities. Pairing will also be used for
literacy strategy utilized or introduced. anyone requiring additional assistance.
Illustrative works such as the children’s book
The unit will start off with a viewing of the This Is the Rope: A Story from the Great
short video “U.S. Immigration Since 1965” to Migration​ will be used in extreme cases of
provide students with a look at how immigration ELL and differentiation
looks in today’s world. The theme will be Read Aloud and Follow Along will be used
focused on “How did we get where we are for the more complex texts that have higher
today?” where immigration and migration are Lexile ratings. A word wall or similar types
concerned. Class discussion and connections to of vocabulary outlines will be provided.
prior know will be the focus after the video. Students will be taught to use Typographical
Clues to focus in on relevant data in the
The next portion of the unit will be to “go back articles.
in time” to the first immigration events to the
Americas. The class will be given a vocabulary
list and in-class discussion will take place as SPED:
each term is explored and defined. Material will
be covered in an open lecture style format Graphic Organizers and Note-Taking
soliciting continual feedback from the students to Guides for videos
check for understanding. Read-Pair-Share for texts
Use of illustrated book ​This Is the Rope: A
At this point the students will be provided the Story from the Great Migration ​for the unit
guidelines for the Performance Task. Time will on the Great Migration
be set aside at regular intervals throughout the
unit for the student teams to complete the task.
Students will be introduced to the International
Organization for Migration (IOM) website.
Students will be allowed to explore and be
comfortable with this website. This website will
be used as research tool for their immigration
story and Performance Task. Students will use a
fill in the blank form and a note taking guide to
demonstrate understanding and ability to
successfully navigate the website.
Students will then be exposed to the National
Geographic Education website. As with the
IOM website students will search and provide
feedback on a worksheet that is setup to elicit
feedback utilizing guided questions to allow the
students practice in practical ways using the
website to search for answers to research types
questions.
Next the class will cover the history of
migration as noted in ​A Short History of
Migration​ and ​Migration in World History:
Themes in World History​. Students will
complete worksheets that include timelines and
locations of migration events in a historical
sense. Students will use selected portions of the
text to complete worksheets and organize the
events by time and location.
Partially completed organizers containing key
vocabulary terms will be used to scaffold the
information for the more diverse learners.
G.A.T.E.
GATE students will be given leadership
positions on teams and provided the
opportunity to lead small group activities and
discussions in the classroom.
GATE students will also be tasked with
creating an immigration law or set of laws
over the course of the unit that will apply to a
fictitious country (the classroom) that will be
voted on by the remainder of the class at the
end of the unit. The students must be able to
provide historical context for the content and
/ or scope of their laws. The students will
create 3-5 laws to put up for the vote.
(Campaigning for their law(s) is optional but
must be kept reasonable and non-offensive.)

The students will then read the short narrative

titled: ​The Interesting Narrative of the Life of
Olaudah Equiano, or
Gustavus Vassa, the African, in Henry Louis
Gates, ed., The Classic Slave Narratives.
Students will use this narrative to gain insight to
what forced migration and immigration means
first-hand. This will also serve as an example of
what a Primary source document looks like.
Students will annotate the document looking for
bias and create a Discussion Web. This will also
provide insight for the students when they create
their own immigration story.

Following Equiano’s story students will watch

the video The Great Migration Explained: U.S.
History Review to gain insight into the Great
Migration and how it can serve as examples to
other historical migrations. Students will
complete a short written compare and contrast of
what they know about migration versus
immigration at this point.

Alternatively students with differentiation needs

(SPED and ELL) can/will utilize the illustrated
book ​This Is the Rope: A Story from the Great
Migration. ​Using a graphic organizer and
Read-Pair-Share the students will identify factors
connected to the Great Migration.

For the final part of the unit the students will

move into the area of Immigration in U.S.
History. The focus will be on events and laws
associated with immigration throughout the
history of the U.S. This will be broken into and
before and after 1965 timeframes. The articles
U.S. Immigration before 1965 and U.S.
Immigration Since 1965 will form the textual
basis for this portion of the Unit. The students
will be required to annotate both of these articles
and share their thoughts in class discussions.

* The course will be supplemented by current

news and media articles, if available, that are
associated with migration and immigration
provided the material is relevant and can serve
an educational purpose. Any such articles will
require note-taking or annotations on the part of
the students. The students must also critically
review the articles looking not only for
connections to the content, but also check for
bias.