Goals & Objectives
Students will learn about expanding religious pluralism in America in the Twentieth Century. Students will identify the large-scale immigration and the causes of said immigration. Students will identify the major movements opposing large-scale immigration. Students will identify the impact of these occurrences on religious pluralism.
California State Content Standards
11.3.4
Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the Twentieth Century.
RH. 11-12.6.
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
WHST. 11-12.4
Draw evidence from informational texts to support analysis, reflection, and research.
Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the Twentieth Century.
RH. 11-12.6.
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
WHST. 11-12.4
Draw evidence from informational texts to support analysis, reflection, and research.
Lesson Introduction
The teacher will have the students fill in the know and want to know sections of the KWL handout. This will key the student’s prior knowledge of the subject and prep them for the gallery activity. By filling in the want to know section of the KWL
handout the students will be able to know what to look for in the reading. Teacher will move around the room as students write, checking for comprehension by asking and answering questions.
handout the students will be able to know what to look for in the reading. Teacher will move around the room as students write, checking for comprehension by asking and answering questions.
Vocabulary
The key terms for this lesson will be addressed in the graphic organizer activity as part of the student engagement for this
lesson. The key terms will include the following: Immigration, nativism, protestant, catholic, Judaism and exclusion act.
lesson. The key terms will include the following: Immigration, nativism, protestant, catholic, Judaism and exclusion act.
Content Delivery
The teacher will hang selected portions of the text Chapter 15 Section 1: Immigration around the room. The students will move around the room single file reading each section then return to their seats to complete the graphic organizer activity. They will fill in the graphic organizer based on the reading from the chapter. The teacher will move around the room during the gallery and graphic organizer activities checking for comprehension by asking questions and clarifying text.
Student Engagement
Students will fill in a graphic organizer after they read the text. In the graphic organizer will be a series of concepts from the readings, the events are as follows the influx of immigration, the rise of anti-immigrant movements, and the expansion of
religious pluralism. Students will fill in the knowledge attained through the reading addressing the main points of each section. Each section should contain at least three main points for that section. Underneath the graphic organizer, students will define the key terms and connect them with the appropriate section of the reading. The teacher will move around the room assessing student work by monitoring responses and answering student questions.
religious pluralism. Students will fill in the knowledge attained through the reading addressing the main points of each section. Each section should contain at least three main points for that section. Underneath the graphic organizer, students will define the key terms and connect them with the appropriate section of the reading. The teacher will move around the room assessing student work by monitoring responses and answering student questions.
Lesson Closure
The students having finished the graphic organizer will fill out the learned section of the KWL handout. The teacher will ask the students to summarize in their own words the information they learned and if needed to reference the graphic organizer to recall the learned content. The teacher will again move around the classroom checking for comprehension and writing
quality.
quality.
Assessment
Formative- The teacher will move from student to student as they fill out the KWL and graphic organizer activities, checking for comprehension and quality of writing as they fill out the sections. The teacher will ask questions and check for understanding if students are having trouble filling in the activities.
Summative- The teacher will grade both the KWL and graphic organizer checking for subject knowledge and writing quality.
Summative- The teacher will grade both the KWL and graphic organizer checking for subject knowledge and writing quality.
Accommodations for English Readers, Striving Readers, and Students with Special Needs
The teacher will provide the students with additional support with a modified graphic organizer. The graphic organizer will be partially pre-filled and vocabulary words will be defined to increase comprehension for students with special needs, English learners, and striving readers. The teacher will also provide additional hands on assistance if required to help students who need accommodations complete all activities.