Timeline
Chronological history of California, including an indepth description of immigration into California, found at
Annotated Timeline of the history of California. found at
US vs. CA
Center for Immigration Studies:
Historical Look at U.S. Immigration Policy:
Description of the population of California and the changing demographics:
News and informatin regarding issues in California immigration:
Waves of Immigration
Asian:
Asian customs and values and their preservation within the communities:
Significance of the Asian-American experience:
Asian Americans and their influence on the state of CA:
Description of Angel Island and its' significance for Asian immigration to CA:
Mexican:
Issues pertaining to the Chicano Child:
Information and activities regarding migrant Latino children:
Discussion about issues of immigration and the treatment of immigrants in the U.S.:
Effects on Schooling
Successful Strategies and Policies concerning undocumented children in the schools:
Incorporation into the Curriculum
Children's books on immigration:
http://www.pbs.org/kcet/newamericans/6.0/html/childrens.html
Classroom activities that promote cultural awareness and a multicultural perspective:
(As adapted from http://www.sdcoe.k12.ca.us/score/grand/grandtg.html)
Grade Level: 3rd grade
Goals and Objectives:
Students will be able to understand why people immigrate and the effects it has on their lives
Students will understand the concept of immigration through geography, reading and writing
Grade 3 Language Arts Standards:
READING 2.7 Reading Comprehension
* follow multistep directions
WRITING 2.2 Writing Applications
* write descriptions that use concrete sensory details
WRITING 2.3 Writing Applications
* write a friendly letter complete with date salutation, body, closing, and signature
Grade 3 California History/Social Science Standards:
2.1 Students differentiate between those things that happened long ago and yesterday
2.2 Students demonstrate map skills by describing absolute and relative locations of people places and environments
3.1 Students describe the physical and human characteristics of place and use contemporarymaps, tables, graphs, photos, and charts to organize information about people, places, environments and geographic locations.
Materials:
* A class set of Grandfather's Journey
* At least one computer with Internet access
* A printer
Procedure:
Into
1. Have a class discussion regarding why people come to California. Ask the students, "if they know anyone who has come to California to live or to work from another state. How about from another country? Do you know why they came here? Have any of you moved here from somewhere else? Why did you move here? When you move here from another country, it's called immigration. When you move from another state or city, it's called migration." Discuss these terms.
Through
1. Hand out copies of "Grandfather's Journey" to each student.
2. Make predictions about the story with a picture walk through the book.
3. Read the story together as a class, stopping periodically to ask comprehension questions.
4. After reading the book have a class discussion about how immigrating effected the Grandfather. "Did the Grandfather immigrate or migrate? How do you know? How is this the same or different to what you or someone you know has experienced? "
Beyond
1. Activity 1 Finding Distance
Students will print out a Pacific View World map. Using the map, students will find the distance between Tokyo, Japan and San Francisco, California. They will also label the two cities and draw a line to connect them. This activity can be done without a printer by providing students with a Pacific View map.
World Pacific View Map
This is an internal link, however the map and others like it can be found at:EduPlace
URL: http://www.eduplace.com/ss/ssmaps/wrldpac.html
Distance Map
URL: http://www.indo.com/distance
2. Activity 2 Write to the Author
1. Hand out a sheet of paper and stamped envelope to each student.
2. Tell students they are going to write a letter to the author of "Grandfather's Journey."