AYA Social Studies
Lesson Plan Template
Lesson
Summary
Name: Julie Kusian
Date: 11-12-09
1
Grade/Subject: 9/American Experience
Lesson Title: Nativism and Immigration in the 1920s
Students are going to learn about nativism and immigration in the country, specifically during
the 1920s. They will learn the terms and then be put in scenarios as if they have just landed on
Ellis Island. There will be classroom discussions to get students reactions to immigration and
they will also fill out an exit slip to be turned in after the discussion. If time remains students
will work on their newspaper projects.
Objectives
GLI
Benchmark
Standard
Ohio Standards: Must have at least 2. Include outline letter/number and page number
Content Standard 1
Content Standard 2
History
Students use materials drawn from the
diversity of human experience to analyze and
interpret significant events, patterns and
themes in the history of Ohio, the United
States and the world.
Citizenship Rights and Responsibilities
Students use knowledge of the rights and
responsibilities of citizenship in order to examine
and evaluate civic ideals and to participate in
community life and the American democratic
system.
Benchmark F: Identify major historical
patterns in the domestic affairs of the United
States during the 20th century and explain
their significance.
Benchmark B: Explain how individual rights are
relative, not absolute, and describe the balance
between individual rights, the rights of others, and
the common good.
9. Analyze the major political, economic and
social developments of the 1920s including:
a. The Red Scare;
b. Women's right to vote;
c. African-American migrations from the
South to the North;
d. Immigration restrictions, nativism, race
riots and the reemergence of the Ku Klux
Klan;
e. The Roaring Twenties and the Harlem
Renaissance;
f. Stock market speculation and the stock
market crash of 1929.
PAGE 257
4. Analyze instances in which the rights of
individuals were restricted including:
a. Conscientious objectors in World War I;
b. Immigrants during the Red Scare;
c. Intellectuals and artists during the McCarthy Era;
d. African-Americans during the civil rights
movement.
PAGE 270
Lower Order: The students will be able to define the terms of nativism and immigration and use
examples of them in class discussion as well as their exit slip.
Higher Order: Through the experiential exercise about immigration into the U.S., the students
will be able to predict and feel what it may have been like to be an immigrant in the 1920s; they
will fill out an exit slip about what they learned.
AYA Social Studies
Lesson Plan Template
2
Pre-Requisite
Knowledge:
None required, however, it will be beneficial for students to know about minority groups and
rights that they desired and were trying to fight for.
Procedures
Provide all information necessary for another teacher to replicate your lesson/unit. Please highlight strategies
in bold and number procedures step-by-step.
Time
Procedures
Materials
Engagement
8-12
min.
We are going to talk about something today that I bet a lot of you
have heard about but maybe were unsure of the definition and
meaning.
1. What is Nativism?
-favor natives as opposed to immigrants
-dislike of all immigrants, opposing immigration
Break the word down
-native-belonging to a certain place
-ism-belief in something (prejudice or discrimination)
-Notebook and
something to write
with.
-PowerPoint
2. What is Immigration?
-leaving one’s homeland to go to another land.
*Students will jot down these definitions down in their notebooks.*
Body
10 min.
30-35
min.
Closing
10-15
min.
If any
time
remains
3. -Explain the directions and divide the class into two halves (for
larger classes-Blocks 1 and 2)
4. -Each student will be given a character paper that says what role
they will be playing in the activity. (Some students will be
immigrants, one will be Pres. Harding, and some will be immigration
officials to greet the travelers).
5. -Students will “enter the U.S. and read their description to the
immigration officials and medical examiners. (These students will
have lists of what is acceptable for entrance, deportation and
detainment).
6.- All students will go through the process of entering the country
*7.-Show some videos from historychannel.com from Ellis Island
8. We will discuss as a class how this experience made them feel,
answer in character.
-How do you think they felt? (emotions)
-How do you think you would feel?
-Was it worth it? Think about all the struggles they went through.
-Were immigrant a threat to America? Are they now?
9. Students will fill out their exit slip.
Students can work on their newspaper assignment.
-Rough Drafts for section 2 or final copies depending on how far
along they are.
-Character papers
-Papers with
directions.
-Sheet with
restrictions.
-Clips on History
Channel website
-Exit Slip and
something to write
with.
-textbooks or notes
to reference and
newspaper
templates.
Assessments:
AYA Social Studies
Lesson Plan Template
3/7/16
3
Overview of all assessments embedded in procedures.
-Class discussions will be done before the activity to check students understanding of terms. Also after
the activity we will have a class discussion over what their experience was like, to get them ready and able
to write their exit slip.
-The exit slip will require students to think about the exercise that they completed and answer a few
questions regarding nativism and the Emergency Quota Act.