The Immigrant Experience: Chinese and Mexicans in the United States during the GAPE
Nancy Gomez
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El Monte High School is made up of Latino and Asian students. This lesson will be relevant to many of my students. Many of my students are immigrants or have family members who are immigrants.
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Here is where you add your talking points.
Lesson Plan
Lesson Objective
Station Rotation
Questions and Comments
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Why Station Rotations?
Station Rotations are a great way to work with small groups. By monitoring students conversations and simply walking around you can better understand where your students are academically and in the content. If you hear students using appropriate vocabulary that connects with the unit GREAT! Some groups may need additional support, so make sure you’re listening to their conversations. This activity also allows you to build rapport with students. Additionally, this activity is inclusive of visual, auditory, kinesthetic learners.
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On average, in a single class period I have 6 students with IEPs and students who are in our English Language Development program, so you know I’m also thinking about how to tailor lessons for these students. This lesson has stations that hit the following…
Reading: Students will have primary and secondary sources they need to read, analyze and discuss with their partners.
Listening: I have selected one video for students to listen to during the station activity.
Speaking: Students have to work collaboratively with their peers to complete each station.
Writing: Students will have to write a postcard as part of their assessment demonstrating the difficulties and triumphs one might have as an immigrant during the Gilded Age
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Lesson Objective: Students will work collaboratively to analyze primary and secondary sources, in stations, and discuss key details surrounding Chinese and Mexican immigrant experiences in The United States during GAPE. Students will examine immigrant experiences specifically in states such as California, Wyoming, and New Mexico. Students will compare and contrast the racism towards these two groups, respond to questions and tasks per station, and finally step into the shoes of an immigrant during the Gilded Age.
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Station 1
Americanization of Aliens Urged By Administration
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Station 2 Image Analysis
Have your students practice the QFT model with one of the 3 images. ��Provide students with a sheet of paper for this station separate from their worksheet. Collect each teams paper at the end of this station so that you can reflect on their inquiries and address questions/patterns you may see. ��*Step 1: Give students 8 minutes to write down as many questions as possible.�*Step 2: In 1 minute have students number their questions�*Step 3: Allow 6 minute have students label their questions (Closed/open questions), have students select two open questions and one closed question to restate into statements.
Task
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Station 2 Image Analysis continued
Have your students practice the QFT model. ��Provide students with a sheet of paper for this station separate from their worksheet. Collect each teams paper at the end of this station so that you can reflect on their inquiries and address questions/patterns you may see. ��*Step 1: Give students 8 minutes to write down as many questions as possible.�*Step 2: In 1 minute have students number their questions�*Step 3: Allow 6 minute have students label their questions (Closed/open questions), have students select two open questions and one closed question to restate into statements.
Task
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Station 3
Chinese Immigrants
Chinese Utter Protest Over Angels Island
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Station 4 Angel Island Video
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Station 5
Mexican Immigrants
2. How is the Mexican community engaging in the Americanization of Mexican immigrant children?
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Station 6
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Assessment
Creating empathy by having students step into the shoes of an immigrant who lived during the Gilded Age.
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Thank you!
If you ever want to collaborate, have any questions, comments, or concerns, feel free to contact me.
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