Disciplinary Vocabulary Strategies8th Grade Social Studies

US Migration and Immigration

Fred Thomas

Vocabulary Notebook Words and Concepts

CongregateBourgeoisieIndentured ServantEmigrationImmigrationInternmentJim Crow LawsManifest DestinyMason Dixon LineMigrationNativisimPersecutionPrimary and Secondary SourcesResidential SegregationRefugeeSteerageTenementUrbanization

Common Core States StandardsEnglish Language Arts Standards » History/Social Studies » Grade

6-8Key Ideas and Details:• CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.• CCSS.ELA-Literacy.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

• CCSS.ELA-Literacy.RH.6-8.3Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure:• CCSS.ELA-Literacy.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

• CCSS.ELA-Literacy.RH.6-8.5Describe how a text presents information (e.g., sequentially, comparatively, causally).

Common Core States StandardsEnglish Language Arts Standards » History/Social Studies »

Grade 6-8

CCSS.ELA-Literacy.RH.6-8.6Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:• CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

• CCSS.ELA-Literacy.RH.6-8.8Distinguish among fact, opinion, and reasoned judgment in a text.

• CCSS.ELA-Literacy.RH.6-8.9Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:• CCSS.ELA-Literacy.RH.6-8.10

By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Sunshine State Standards – 8th Grade History

SS.8.G.4.2 - Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.4.3 - Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

SS.8.G.4.4 - Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.

SS.8.G.4.5 - Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.

SS.8.G.4.6 -Use political maps to describe changes in boundaries and governance throughout American history.

Investigate: Text 1 Fiction

Read this short article entitled: ImmigrationUS Immigration Before 1965http://www.history.com/topics/u-s-immigration-before-1965

Are there any parts this article that appear to reveal the writer’s personal opinion, if so, which parts?

Look up the following words using the online etymology dictionary. Be prepared to discuss their origins

•Indentured•Congregate•Persecution

Online Etymology Dictionary:

http://www.etymonline.com/index.php?allowed_in_frame=0&search=indenture&searchmode=none

Investigate Video 1 Fiction

Growth, Cities, and Immigration: Crash Course US History #25http://www.youtube.com/watch?v=RRhjqqe750A

Write a short story or draw a picture that includes these concepts:

• Bourgeoisie• Tenement

Investigate Text Fiction 2Migration “Trail of Tears”

Primary and Secondary Sources

• A primary source is a document or object written or created during the time period or event that is being studied. These sources were present during that period. Some types of primary sources include: (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records Poetry drama, novels, music, art Pottery, furniture, clothing, buildings, etc.

• A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias , etc.

Small Group Activity:

• Read the article “Trail of Tears” found at: http://www.angelfire.com/va2/pathways/tearstr.html

• Break into your assigned small groups and decide whether this is a primary or secondary source. Each group will present their conclusion and rationale to the class.

Investigate Map 1 Fiction Trail of Tears Routes

Retrieved from: http://filipspagnoli.wordpress.com/2011/04/16/human-rights-maps-130-the-trail-of-tears-the-story-of-indian-removal/

Trail of Tears Map Activity

Individual activity:

Approximately how long would it take you to walk 1,000 miles? How much would this change if your entire family – parents, grandparents, siblings, aunts, uncles and cousins – were with you? Be prepared to explain how you arrived at your answer.

Note: The average can person walk about 3 to 4 miles per hour.

Investigate Text 3 Fiction

Read the short essay on the Trail of Tears and answer the questions that follow:

Westward Expansion: Trail of Tears

This handout can also be found at:http://www.readworks.org/sites/default/files/passages/820_westward_expansion_the_trail_of_tears.pdf

Investigate: Video 2 Fiction

Video: Up South: African-American Migration in the Era of the Great War.

http://www.youtube.com/watch?v=--8N42vDDTM

Key Terms:• Jim Crow Laws• Mason-Dixon Line• Urbanization

Small group activity:Discuss how each of the above terms or concepts impacted the migration of African Americans from the south to the north at the beginning of the 20th century.

Investigate Map 2 - Fiction

Whole class activity: Name some way that this migration pattern continues to influence American society today?

Vocabulary Assessment

1. Bourgeoisie2. Indentured3. Emigration4. Immigration5. Internment6. Jim Crow Laws7. Manifest Destiny8. Mason Dixon Line9. Migration10. Nativisim11. Persecution12. Primary and Secondary Sources13. Refugee14. Steerage15. Tenement

A large building that has apartments or rooms for rent and that is usually in a poorer part of a city

To confine or impound especially during a war A return to or emphasis on traditional or local customs, in opposition to

outside influences The periodic passage of groups of animals (especially birds or fishes)

from one region to another for feeding or breeding A contract binding one party into the service of another for a specified

term The belief that the US was a chosen land that had been allotted the

entire North American continent by God The state boundary between Maryland and Pennsylvania: surveyed

between 1763 and 1767 by Charles Mason and Jeremiah Dixon; popularly regarded as the dividing line between North and South, esp. between the free and the slave states before the American Civil War

The middle class. The section of a passenger ship, originally near the rudder, providing

the cheapest passenger accommodations The systematic practice of discriminating against and segregating Black

people, especially as practiced in the American South from the end of Reconstruction to the mid-20th century.

One who flees in search of refuge, as in times of war, political oppression, or religious persecution

To leave one country or region to settle in another To enter and settle in a country or region to which one is not native The act or practice of persecuting on the basis of race, religion, gender,

sexual orientation, or beliefs that differ from those of the persecutor.

Wrap-Up Activity

Wrap-Up ActivityClick on the “readwritethink” logo below to create a friendly letter. Your letter should be written in the first-person (I, me) and from the perspective of an Immigrant coming to American during 1900s, a Native American on the Trail of Tears or an African-American moving from the South at the beginning of the 1900s. Please include at least 5 terms from the vocabulary list.