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.
Equipment
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Computer with Internet access for teacher
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Computers with Internet access for students (throughout, or just for student research on Day Two)
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Computer projector
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Speakers
Teacher Preparation
Follow the instructions below before starting this lesson.
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If teaching this lesson using print materials, make the appropriate number of copies of all student materials. (Quantities listed below.)
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Read Immigration Teacher Notes in preparation for leading classroom discussions.
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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.
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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.
Materials
Day One
Materials
ACTIVITY
Students reflect on the idea of the U.S. as a “nation of immigrants” through Emma Lazarus’s poem, “The New Colossus.”
Teacher Information
ACTIVITY
Lead a brief discussion on American sentiment toward immigrants using these quotes.
Materials
CLOSE-UP
This in-depth overview and group discussion exercise examines how immigration to the U.S. has shaped and been shaped by various government policies.
