Immigration Activity with Google Slides™ and Doodle Notes™

Rated 4.88 out of 5, based on 73 reviews
73 Ratings
Social Studies Success
Grade Levels
7th - 10th
Resource Type
Formats Included
  • Zip
  • Google Apps™
  • Internet Activities
60 pages
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Social Studies Success
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
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Dig deep into the content of the mid-1800’s while your students explore the essential question “How did immigrants contribute to the growth of the United States” through primary sources and background essays in this immigration activity. Google Slides™ and a Jamboard™ have been included for distance learning.

Students will begin this lesson with a hook – listening to the song “Don’t Bite the Hand That’s Feeding You” and "Immigrants - We Get the Job Done" while they analyze the song for historical content and culture. They will then read a background essay and discuss three immigrant groups' contributions to the United States – the Germans, the Irish and the Chinese while completing Doodle Notes. After they have completed the “Stop and Discuss” questions embedded into the essay, they will analyze different primary sources on three different documents. A structured discussion can then take place with the final question - Which immigrant group contributed the most to the United States?

When you purchase this activity, you will receive:

-a lesson plan

-Word Wall Terms and Jamboard™ activity to help build vocabulary

-A PowerPoint presentation to guide the lesson

-an opening activity based off of the “Don’t Bite the Hand That’s Feeding You” and "Immigrants We Get the Job Done" songs

-a 4 page background essay on “Immigration to the United States” in the mid-1800’s. Topics include the push and pull factors, Nativism, economic and cultural contributions, Hudson River School, the Transcontinental Railroad, and the building of the Erie Canal

-Stop and Discuss questions embedded into the background essay

-three primary source documents including poems, songs, paintings, photographs and reports

-Google Slides™ for distance learning

⭐Please download the preview to see more information on this resource. ⭐

Doodle notes is a trademarked term used with permission. Please visit for more information.

2019 TEKS for 8th Grade US History

(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(A) identify different points of view of political parties and interest groups on important historical issues;

(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(B) describe the contributions of significant political, social, and military leaders of the United States

(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;

(B) explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;

(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and

(E) identify the political, social, and economic contributions of women to American society.

(28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and

(B) identify examples of how industrialization changed life in the United States.

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;


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© Social Studies Success, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.

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❤️ Dawn

Total Pages
60 pages
Answer Key
Teaching Duration
3 days
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to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of primary and secondary sources.
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.
Identify 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).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).


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