Cindy+Palm+Local+History+Project

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Learning Activity 3-D-2: Local Documents, Data, and Cartoons
Immigrants' stories past/present []

[|www.teacher.scholastic.com/immigrat/]

Minnesota immigrants' stories past/present, timelines, map http://education.mnhs.org/immigration/

Immigration Data []

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Variety of Primary Sources including data, documents, audio, maps, political cartoons, etc.

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http://www.city-data.com/races/races-Pine-Island-Minnesota.html Demographics on PI

Learning Activity 4-D-1: Local Photos and Posters
Pine Island Primary Sources http://greatriversnetwork.org/index.php?brand=cms&sort=date_asc&q=pine%20island%20minnesota&type%255b%255d=Photographs

1909 picture of our school : [|http://collections.mnhs.org/cms/display.php?irn=10673289&websites=no&brand=cms&sort=date_asc&q=pine%20island%20minnesota&type[=Photographs&startindex=1&count=25]]

Immigrants on deck of S.S. "Amerika"

 * Digital ID: (digital file from b&w film copy neg.) cph 3a22068 []
 * Reproduction Number: LC-USZ62-20877 (b&w film copy neg.)
 * Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA []

Immigration station, Angel Island, Cal.

 * Digital ID: (digital file from intermediary roll film copy) pan 6a01878 []
 * Reproduction Number:
 * Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

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Immigration Checkpoint photos by Jonathan McIntosh
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 * [|http://www.flickr.com/photos/jonathanmcintosh/3972468663/lightbox/]

Immigrants crossing the Rio Grande []

Immigrants crossing border from Mexico to Texas over barbed wire fence []

Posters:

Many peoples - one nation. Let us unite to Americanize America.

 * Digital ID: (color film copy transparency) cph 3g07389 http://hdl.loc.gov/loc.pnp/cph.3g07389
 * Reproduction Number: LC-USZC4-7389 (color film copy transparency)
 * Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

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Immigration March in Downtown Los Angeles "We the People Make This a Great Country"

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=Immigration Reform Rally= Immigration Activists March on Independence Mall. "European Descendants for Immigrant Rights!" www.usforallofus.org []
 * Immigration Activists on Independence Mall.**
 * May 26, 2010, Philadelphia, PA**

=Immigration Reform Rally 2010= Immigration Reform Rally 2010, Washinton DC "Don't Take My Parents Away" []

April 10, 2010: Immigration Reform Rally (Seattle, WA) "Immigrant Rights are Human Rights" []

"America Built by Immigrants" []

"5000 Settle Here Every Week - Say No to Mass Immigration/Hysteria" []

"Immigration: Illegal aliens have always been a problem in the United States." 4 Native Americans holding rifles []

"Arizona: Doing the job the Feds Won't Do" []

Photographs of Famous American Immigrants (Einstein) []

"Before Amnesty/After Amnesty" Caution sign with family of immigrants crossing, Caution sign with many immigrant families crossing. []

Caution sign with family of immigrants crossing "Prohibito" []

Learning Activity 5-D-1: Local Audio and Music
Neil Diamond "America" - YouTube Video - On Immigrants coming to America - with old and new pics in slideshow []

[] "Don't Bite the Hand that Feeding You" by Walter Van Brunt in 1916 (Could be seen as anti-immigrant)

[] What is an American? Animated students discussing what it means to be an American. Palm created GoAnimate Video - use as intro for the American Dream/Immigrant - How to fix the American Immigration System - Obama's calling for a round table discussion.

[|http://voicethread.com/#u2781064.b3224957.i17091665] What is the American Dream? Voice Thread by Cindy Palm

Students will interview my husband, German Immigrant by creating questions about his experience coming to America.

Students will interview Doris Glamm from the PI Historical Society and glean information about Pine Island History, Immigrants to PI, and hopefully even get more names of people we could interview.

[|http://www.pbs.org/destinationamerica/ps_ctn_06.html#] Destination America - Link to interview of Manuel from Mexico with video as well. Students would listen to a variety of interviews of immigrants.

[] "Salam Alekum! Welcome to Sheeko, a web archive sponsored by the Immmigration History Research Center at the University of Minnesota. Sheeko is a collection of Somali youth stories created by and for Somali youth. During 2010- 2011, a team of Somali students collected dozens of interviews with Somalis between the ages of 18-25. Many of our narrators live in Minnesota and London. This website includes a selection of video clips from Sheeko interviews. Topics include: leaving Somalia, experiences in refugee camps, journeys to the West, living in the Somali diaspora, and adjusting to new places. We have organized these interview clips into several categories: Advice, Difficulties, Early Life, Education, Family, Gendered Experiences, Identity, Islam and Journeys. The full interviews are archived at the Immigration History Research Center."

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The debate over whether and how to remake America’s immigration system has been driven by rhetoric—passionate or policy focused, heartfelt or hate-filled. Yet immigration reform, like any social change, is really about people: people who suffer under the current system, people who profit from the status quo, and people whose lives would be transformed by a chance to emerge from the shadows and join the American family. By raising the personal stories of immigrants we ground the immigration reform debate in the context of real people’s lives. **We Are America** provides the media and the public with a story bank of video, audio, photographic and text stories about real people and what they have at stake in the immigration debate."
 * "We Are America** raises the voice of immigrants in the national dialogue around our country’s broken immigration system. We lift up the personal stories of immigrants across America to put real people and communities back into national discussion on immigration policy.

[] Inteviews with Immigrants to Minnesota

[] In a nation of immigrants, becoming a citizen — being “naturalized” — has been an important part of our personal and national history. The naturalization process, and the records that document that process, have changed over time. Learn about these changes and about related resources available at the Minnesota Historical Society Library.

[] //Immigrant Oral Histories// presents a collection of over 300 oral history interviews conducted between 1967 and 2011 with recent immigrants to Minnesota and their American-born children. Previously only available on audio cassette, these interviews are now available here as streaming audio files with full text searchable transcripts. These interviews are a unique source of contemporary history through the experiences of the newest Americans, in their own words.

Learning Activity 6-D-1: Local Video and Maps
[|http://memory.loc.gov/cgi-bin/query/D?papr:2:./temp/~ammem_cROO::] Immigrants landing at Ellis Island. 1903. Library of Congress - Kids could use this for implementing into their projects.

[] The Immigration Debate: Super News (animated) The immigration debate blows up when the Pilgrims protest limitations to their rights in America...

http://www.youtube.com/watch?v=vO0BJMv58fc Will Smith and the Pursuit of Happiness, American Dream

http://www.teachertube.com/videoList.php?pg=videonew&tags=immigrant Lots of Immigrant Videos

[] Student project interviewing people What is the American Dream. My students could do this same thing in PI.

Link for aerial maps of PI: []

[] Several Maps of PI

Other aerial maps of surrounding areas/communities from this Library of Congress site: []

[] Mapquest - able to zoom-in

[] Collections of variety of different types of maps of PI

Learning Activity 8-B-1: Local History Project FINAL!!!
Immigration IMP

== Additional Notes and Resources - I am going to record a video with screencasting through Screencast-O-Matic to introduce this project to my students, but I ran short on time. Thanks so much everyone for all your very productive feedback, great lesson examples, and collegial communications and collaborations. Enjoy what's left of your summer! ==

Immigration IMP

Screencast-O-Matic Script

Welcome to Mrs. Palm’s Immigration IMP Wiki. As we begin our project, I will need to add all of you as team members and invite you to join this wiki. You are currently on the Home page. You will notice that there are two side bars that will act as your table of contents and help you navigate through this IMP.

Let’s click on Introduction first. Next, we will click on our Immigration KWL and complete the “what” we know and also we still wonder. We will come back to complete the “learn” column at the conclusion of our research.

Next, I want to introduce you to our class blog so let’s click on Immigration Blog. I have set up this blog to give you the opportunity to collaborate and communicate with your classmates on the topic of immigration. If you have questions or comments, you can post them here. I will check our blog frequently and hope you all will as well. Remember that all blogs follow the same school rules. If you can’t say it in the classroom, you can’t write it online!!

I have also uploaded a copy of the letter that I sent home with you for your parents, as well as a general lesson plan.

Next you will see the Animoto presentation that was shown to your parents, but is also a reminder that each of you will be using an eportfolio in this class and with this project.

You will notice at the bottom of the page are links to the Home page and also the next page.

The next page in this case is the Essential Questions and Objectives which is simply a listing of those questions that will guide this research project. The objectives are the Social Studies Grade 8 Minnesota Standards, as well as the NET-S which are the required technology standards that are covered with this project.

“How can American’s Fix the Immigration System for America’s 21st Century Economy and National Security?”

Think about how you would answer the essential question in your journals,

With your table partner brainstorm additional open-ended questions that this topic spurs.

Think-Pair-Share

Page 3 asks the question: What is an American? Turn to your table partner and discuss this and then answer this question in your journal and be prepared to share on a class mind map using bubbl.us.


 * Next we will view a GoAnimate video, as well as a Voice Thread addressing this question. We will then have a brief class discussion of the overarching essential question as well as the secondary questions arising.
 * Record on Mind-Map with bubbl.us
 * Together as a whole class decide on a sub questions and create an online storyboard to answer question. Create 1 - GoAnimate and 1 - Xtranormal Video with the same script showing the difference and similarities of the two.
 * Record on Mind-Map with bubbl.us

Now will be a good time to introduce you to projects in the top menu where you will be a member of a variety of “subwikis” as you work through the variety of projects associated with this Immigration IMP.

Page 4 is an overview of what we will be doing here in class in stations. **Content and Instructional Strategies: Stations**

Each station (5) will be equipped with a group set of the documents that students will analyze, as well as background information to support the inquiry process and questions to guide discussion. (10 min)

At the conclusion of the stations you will individually designate what they feel was the most important reason for immigration to the United States. We will then discuss the content of each station briefly as a group. (Students will realize that the answers are competing, and that there is not necessarily a correct response to the original question.)

Page 5 // In pairs you will complete an online storyboard and video for an //** Pretend that you have just immigrated to the United States and are being interviewed by CBS news for a documentary on current day immigration. Some questions to explore: Why have you decided to come to America? Are you excited or nervous? What do you hope your new life will be like? Your interview should reveal what you feel is the most important reason for immigration that we discussed in the station rotation and should draw upon the evidence provided in that station. **


 * Animated Videos will be shared in class and graded as a formative assessment using a rubric that will be given before they start this portion of the project. **


 * // Students will work in pairs and complete an online storyboard and video answering the overarching essential question “ // “How can American’s Fix the Immigration System for America’s 21st Century Economy and National Security? (formative assessment)

= Page 6 gets to the majority of the research in order to answer this question for President Obama. President Obama is calling for a national conversation on immigration reform that builds a bipartisan consensus to fix our broken immigration system so it works for America’s 21st century economy, but he can’t do it alone. Help bring the debate to your community by hosting a roundtable. =

You will research through suggested links on a “playlist” on our wiki and comments must include PACED decision-making (Problem, Alternative, Criteria, Evaluation, Decision), before making posts on the wiki. All posts must be back with factual evidence to support their opinions/suggestions.

You are strongly encouraged to have discussions with their parents and other members of our community the essential questions and information regarding your subtopics.

We will register our round table discussion on our wiki with the White House Administration and invite them to join our discussions on our wiki.

I have also included a video where President Obama dropped by a youth roundtable in Cleveland.

Page 7 Has links to reliable, credible search engines including a variety of interactive media.

Page 8 is a playlists of lots of possible primary sources, resources and cites to be used in your research for your subquestions. I have also included a video of ways to improve your web searches.

Page 9 is a Bibliography of Works Cited, as well as You Tube videos - one is a MLA tutorial to help with your citations, and the other is a reminder that you can not use other people’s work without their permission unless it is a fair use instance.

= Don't forget to add your MLA citations to your subtopic and class hour!! =

On the side bar after Page 9 you will notice a list of possible subtopics such as:

 Causes and Effects of Immigration

 Concentrations of Immigrants US and Minnesota

 Contributions of Immigrants

 Growth of Neighborhoods and Ethnic Communities

 Impact of Immigrants on American Culture

 Impact of Immigrants on American Economy

 Local Immigrant Interviews

 Obstacles Faced by New Immigrants

 Other Countries Immigrant Policies

 Today's Immigrants vs. Yesteryear's Immigrants

Various Waves of Immigra tion

In groups of 3-4, you will vote on 3 subtopics that are of interest to your group and turn in your group’s ballot with them listed in preference order. I will let you know your subtopics tomorrow.

Let’s go back to the Projects so that you can see the Project workspaces.

On the side bar below the subtopics, you will see

 Rubrics which are the ones that will be used for this project,

 Socratic Discussion which will pull and synthesize all our information so that we can complete our White House Feedback Form and submit it,

 ePortfolio which shows you one of my portfolios

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 Cl osure lists our reflection activities.

Celebrations are some of the ways we are going to go about celebrating our finale! If you have other suggestions, please let me know.