Intro to Immigration Lesson & "Immigrants: We Get the Job Done" Viewing Guide

Intro to Immigration Lesson & "Immigrants: We Get the Job Done" Viewing Guide
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Zip

(996 KB|13 student pages, 12 PPT slides)
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Standards
  • Product Description
  • StandardsNEW

Ever since I first watched "Immigrants: We Get the Job Done" on the Hamilton Mixtape, I knew I wanted to design an entire lesson (& US History thematic unit) around the music video. The lyrics, symbols, and scenes paint a diverse portrait of how immigrants live in America today. I use this music video and the lesson as a whole to introduce my students to our immigration thematic unit where we trace immigration over time and examine American attitudes towards immigrants, past and present. If you're looking for a lesson that connects past and present attitudes, this is for you!

The lesson begins with a warm up focused on the American Dream. Next, there's a brief, engaging lecture giving an overview of US patterns of immigration focusing on the 20th and 21st centuries (think-pair-shares, as always, included throughout the lecture).

Next, students review push/pull factors that bring immigrants to the United States through a brainstorming activity.

Your students will then examine and analyze Emma Lazarus' poem, "The New Colossus" which is the famous one on the base of the Statue of Liberty. They will discuss whether Americans have the same attitudes represented in the poem towards immigrants today.

This will prepare students to watch and analyze the music video "Immigrants: We Get the Job Done". The provided graphic organizers are designed so that you can focus on each scene of the music video or just a few of your choice. If you want students to analyze each scene, you'll need at least three 50-minute periods. However, if you want to choose one or two scenes to watch, you can do this entire lesson in two 50-minute class periods or one 90-minute block period.

Either way, students will complete a deep reflection worksheet after analyzing and discussing the video as a class.

What's Included:

  • 1 Warm Up
  • 1 Essential Question
  • US Patterns of Immigration Engaging Lecture (& student fill in notes)
  • Push/Pull Factors Brainstorm Worksheet
  • Text & Student Directions for "The New Colossus" Analysis
  • "Immigrants: We Get the Job Done" Student Viewing Guide
  • Answer Keys for all Student Worksheets!
  • Suggested Lesson Plan

Materials Needed:

  • Ability to Play Youtube & Project Video

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Log in to see state-specific standards (only available in the US).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Total Pages
13 student pages, 12 PPT slides
Answer Key
Included
Teaching Duration
3 days
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