Why do people migrate, and how does the process of migrating effect people and countries?
Lesson Overview
Grade Level: 2
Duration: 2-3 lessons, 45 minutes each
Supporting Questions: How does it feel to move to a new country? What do people bring with them when they migrate? What are some things things that people have to adapt to when then migrate?
What Students Will Produce : By the end of the lesson, each students will have completed a KWL sheet, an interview guide, and recorded an interview with an immigrant that they know.
What Students Will Learn: students will continue to discover why people migrate, and what the process of migration feels like in these lessons. In addition, students will learn how to develop questions that will help them understand a topic, and use those questions to interview a primary source.
Procedures
Before Lessons: Identify any barriers that students might have to finding and interviewing someone who has immigrated. Also, identify understanding of essential vocabulary for the lessons, including: interview/interview guide, and “open-ended” questions.
Opening: Ask students if they have ever watched an interview. Then, use this video to get their attention with a funny interview that they can relate to. Transition to a more serious note to explain how interviewing someone lets us get information that can help us understand a topic. Also explain how what you ask can often lead to specific answers.
Independent KWL activity: Explain to students that before they interview someone, they need to know what they want to ask them. Guide them through a process of using their graphic organizers from the previous set of lessons to fill out a KWL sheet.
Open-ended question activity: Teach children how to identify an open-ended question. Then, have them watch this video and work in groups to see how many open ended questions they can find. Include a list of questions or narrow the task to finding 1 question if necessary.
Interview guide workshop: Have students work in groups to create interview guides. Provide initial instruction, allow students to help one another, and build in time for students to provide feedback on each-others’ questions.
Interview tips activity: Ask students to write down 1-2 tips that they notice before viewing Katie Couric’s interview tips. Place them in small groups, and have them share tips with each other to compile a larger list of tips. Compile the tips and put them on a wall for reference.
Mock interview activity: Using their interview guides, students will practice interviewing each other in groups of three – one interviewer, one interviewee, and one observer. Teacher will model the activity first.
Interview Recording: With teacher and parent support, students will record an interview (using audio or video) with an immigrant, and bring it to the next set of lessons.
Closing: end the lesson by reminding students how their interviews will help them create the final product that students will be creating, and connect the project to what they learned in the past few lessons.
Related Curriculum Standards
Massachusetts Social Studies: MA 2.T3 “History: Migration and Cultures”
C3 Social Studies: D3.1.K-2 “Compare their own point of view with others’ perspectives”
List of Resources
- Access to an immigrant
- A recording device such as a smartphone
- 3-part graphic organizer from prior lessons
- interview guide – one per student
- KWL sheet – one per student
- material to create a list of tips that can be placed on a wall.
Websites
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