Materials & Teacher Preparation
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In this download center you can access, download or print copies of handouts, activities, and discussion-related materials you will need to make this lesson a success. We recommend the following class preparation.
Computer with Internet access for teacher
Computers with Internet access for students (throughout, or just for student research on Day Two)
Follow the instructions below before starting this lesson.
If teaching this lesson using print materials, make the appropriate number of copies of all student materials. (Quantities listed below.)
Read Immigration Teacher Notes in preparation for leading classroom discussions.
Set up and test computer, projector, speakers, and videos (available online) before starting the lesson. Confirm that you are able to play and project the videos with adequate audio volume.
Before Day Two, or for both days if you are using online versions of materials, ensure that computers are available for in-class student research.
Students reflect on the idea of the United States as a “nation of immigrants” through Emma Lazarus’s poem, “The New Colossus.” They then read a brief history of immigration to the United States and discuss how the history of immigration and integration in the United States has both shaped and been shaped by various government policies. After being introduced to some migration-related concepts and terminology, students read a case study on Japanese migration to the United States.
Students view a video of young Americans describing their families’ immigration stories, compare those experiences with the experiences described in "Case Study: Japanese Migration & the U.S.," and consider the wide diversity of immigrants and immigration experiences in the United States today. To end the lesson, students conduct research on an immigrant group in the United States or an immigration/integration-related policy of their choice.