Mr. Wenban 7^th Social Studies

Binghamton East Middle School

wenbant@binghamtonschools.org

“Between 1880 and 1920, a time of rapid industrialization and urbanization, America received more than 20 million immigrants. Beginning in the 1890s, the majority of arrivals were from Central, Eastern and Southern Europe. In that decade alone, some 600,000 Italians migrated to America, and by 1920 more than 4 million had entered the United States. Jews from Eastern Europe fleeing religious persecution also arrived in large numbers; over 2 million entered the United States between 1880 and 1920.”

“The peak year for admission of new immigrants was 1907, when approximately 1.3 million people entered the country legally. Within a decade, the outbreak of World War I (1914-1918) caused a decline in immigration. In 1917, Congress enacted legislation requiring immigrants over 16 to pass a literacy test, and in the early 1920s immigration quotas were established. The Immigration Act of 1924 created a quota system that restricted entry to 2 percent of the total number of people of each nationality in America as of the 1890 national census–a system that favored immigrants from Western Europe–and prohibited immigrants from Asia.” – from the History Channel .

You will conduct a web quest on the topic of immigration in order to become informed on the social and political problems. You will write a five paragraph essay explaining the affects of Immigration on America and the effects it had on both immigrants and Americans. You will also create one visual representation that supports your opinion.

· Poster

· Flyer

· Pamphlet

· Powerpoint Presentation

(How to implement the TASK)

The 4 steps include:

Step: 1 Define the Social Problem

Step: 2 Gather the Evidence

Step: 3 Determine Causes and Factors

Step: 4 Evaluating the Policies Used

Each group will complete and hand in the four worksheets with your other products. In doing the research necessary for completing the worksheets, you will use the online databases and websites listed in the Resources section of this web quest. In addition, you will use information from your textbook and library books.

Please download all worksheets. All four worksheets need to be completed as part of your webquest.

· Worksheet 1

· Worksheet 2

· Worksheet 3

· Worksheet 4

· http://www.labournet.net/antiracism/0309/noii1.html

· http://www.usda.gov/oce/oce/labor-affairs/ircasumm.htm

· http://www.immigrationcontrol.com/

· http://www.aicfoundation.com/

· http://www.historychannel.com/ellisisland/gateway/inspectorstory.html

· http://www.digitalhistory.uh.edu/historyonline/glossary_nr.cfm

· http://www.digitalhistory.uh.edu/historyonline/immigration_chron.cfm

· http://www.oah.org/pubs/magazine/migrations/boyer.html

· http://www.accd.edu/pac/history/hist1302/1302Theme4.htm

· http://us.history.wisc.edu/hist102/lectures/lecture08.html

· http://www.cbo.gov/ftpdocs/70xx/doc7051/02-28-Immigration.pdf

· http://www.eyewitnesstohistory.com/snpim1.htm

· http://library.thinkquest.org/20619/Eihist.html

Your work on the Web Quest will be evaluated using the following rubric:

	A	B	C	Try Again
Research	*Problem is well-identified and thoroughly researched *All four steps of the AHPPA are thoroughly addressed *Evidence of notes and active research	*Problem identified and reasonably well-researched *All four steps of the AHPPA are addressed	*Problem identified with limited research. *All steps of the AHPPA are addressed,	*Problem identified but research is lacking *Incomplete work
Written Proposal	*Well organized, showing logical writing and sentence structure *Thoroughly addresses each of the four different parts (see Task)	*Well-organized, but paper is not completely logically ordered and complete. * Addresses each of the four different parts	*Well organized, but illogical sequencing and sentence structure. * Barely addresses each of the six different parts	*Weakly organized. *Does not address each of the six different parts
Presentation of visual summary (Group)	*Main points of group’s social problem are summarized well with innovative graphics. *Visual aids are clear and helpful *Student is knowledgeable about topic and answers classmates’ questions well	*Limited summary of group’s social problem with graphics. *Visual aids used. *Student is somewhat knowledgeable about topic and able to answer most questions from classmates	*Students state the social problem *Student is unprepared to answer questions	*Inadequate, unprepared visual summary.
Group cooperation	*Everyone participates and contributes equally. *Group members are mature, showing listening skills, leadership skills, and ability to compromise and work well with others	*Group makes attempts for equal participation among all members. *Almost all differences are dealt with maturely and students show some listening skills, leadership skills, and compromise skills	*Groups make unsuccessful attempts to maintain an equal distribution of labor among all participants. *Only some differences are dealt with maturely as students attempt to exercise listening skills, leadership skills, and compromise skills	*Group was unable to equally distribute work. *Differences are not dealt with maturely

Having completed this WebQuest, you have gained a better understanding of what it feels like to be a newly arrived immigrant in the United States. You have seen life through an immigrant child’s eyes as he or she enters an American school for the first time. You have researched the problems facing immigrants as well as the public policies on immigration.

Social Studies

Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.