5A1+Group+C

5A1 Group C Project Page I think I am the last one so I wrote up here so you guys would all see it! Okay, I have taken Pat's reason for choosing the song and all the ideas and put them on the separate page. Check them over and fix what you need to fix. I am okay with the analysis and ideas. Then I think we are done, right? Do we get rid of all the extra worksheets and label the "all" one as final? (Susan)

I tried to combine all of our comments onto one page of the NARA worksheet. Ed, I had to rephrase yours once or twice to make it fit in the space...we were not given enough room. Read over the one at the top that says all and let me know what you think. Is that one the final for that or should we tweek it some more and limit the responses to just the number of items requested? Did you see we have to put the 5 activities and the reasons on to a separate Wiki page? Maybe if we talk it out here then we can transfer it to the other page. I set it up as 5A1 Group C Project Page. I like both Pat and Ed's take on the reason we chose this recording. The main reason I think is because even though immigration was an issue in the early 1900s it still remains an issue today. This make for a great topic at all grade levels. I'll work on the use of this recording for younder kiddoes tomorrow.(Susan) Hi everyone. I am glad we are working together again. Here is the song that I found interesting. It is “Don’t Bite the Hand That’s Feeding You” by Jimmie Morgan 1916. The name got my attention. World War I is going on and this song is very anti-immigrants. I was really surprised by how vocal this sentiment was expressed.

Here are some ideas I had for lessons.

1. S.S.-Anti immigration feeling is due to anti-German feeling because of war. 2. S.S.-Ku Klux Klan enrollment is the highest during the 1920s and very anti-immigrants. 3. S.S.-Ellis Island and the process immigrants had to follow to enter America. 4. Economics- Data on the contribution of immigrants/illegal aliens during back then and today. 5. English/S.S.-Debate “Do we need to close the doors to America”? 6. English-The ESL debate- Should immigrants be required to learn the English language? 7. Civics-Do Americans take for granted our freedoms and citizenship? Students could take the practice citizenship test. 8. Civics-Lack of number of people voting in elections today. Do we take granted our freedoms? 9. Geography- Change in where immigrants were coming from. Before war, after war, today. 10. S.S.-Reasons for immigrations. Which are applicable back then? Today? 11. Civics-Citizenship process and requirements during the past and today. 12. S.S.-Immigrants and association with anarchy and union problems. Example Sacco and Vanzetti. 13. Elementary school-What animals bite? Why do animals bite? When have you been ungrateful? How does that make people feel? Is it like biting? Write a thank you note to someone. 14. English-Write a journal describing times you were ungrateful and the problems it caused Any solutions? (Pat)

​**I was looking at a spoken comedy piece "the shop girl" as a choice. It's from 1921 and I thought it could be integrated into pieces for Social Studies and English (integration into novels and the like). However, since Pat did so much work, I am not against using that. I will listen to the song tonight and add more tomorrow - I have some reading to do for background before looking at the NARA form. Since Pat has done so much here, why don't the rest of us work on the form? I think we can get it done by Thursday - what does everyone think?** OH MY GOSH - I THINK I ERASED SOMETHING OF PAT'S!!! PAT - DID YOU COPY IT??? PLEASE SAY YOU HAVE A COPY! (Shirley)

Here's some background I found on the song - (Shirley)
 * by Thomas Hoier, 1915**

//Hard feelings against immigrants were strong in 1915. For example, on January 28 President Woodrow Wilson vetoed a congressional bill requiring a literacy test of all new immigrants, which would have greatly restricted their number. Thomas Hoier's "Don't Bite The Hand That's Feeding You," a song that expressed the view that all immigrants were ingrates, was popular among nativists at the time.//

Pat, you really did put a lot of work into this. I listened to Don’t Bite the Hand That’s Feeding You and after researching it I think it would be a good song to choose. Immigration is a hot topic today and I like 2 of your lessons you put down: 5. English/S.S.-Debate “Do we need to close the doors to America”? 6. English-The ESL debate- Should immigrants be required to learn the English language? I know a local school district that I live near is having an abundance of students coming from the NYC/NJ area and they are getting overcrowded. Many don't have the proper documentation to register at the school and the influx is causing debate within the community. This would be my choice but what ever the group consensus is I'm open to. (Ed)

Shirley I don't think you erased anything but I did make a copy if we need it. I don't mind helping out with the NARA form. Do you think we should each chose a lesson plan to do. We need five. We can just split up the work. We need to wait to hear from Susan. Had class tonight so too tired to do any work tonight. I'm glad I have a great group to work with. (Pat)

Hi All...I'm in! That is a very interesting musical piece, especially when I think of the whole illegal immigration talk going on today. I do have to admit that using this is a little out of my league since primary students don't really talk about this so I will be glad to make suggestions and put in my two cents worth, but feel free to fix what ever I have because I also as an SLP don't really write this type of lesson plan. I do have to say, Pat. that I LOVE how you think outside the box and take this song that is about immigration and break it down to a elementary level by just talking about the concrete surface concepts! I started the NARA worksheet...it is at the top. Add to it. Since we have to do 5 activities, if you don't mind I would feel most comfortable with stealing Pat's elementary school idea and expanding that a little. I have another class tomorrow night, but got out early last week so I hope that will happen again. I will check back though for sure and see what you all think.(Susan)

We don't need lesson plans - only describe 5 ways it could be used in the classroom and include a brief description of how we could use higher order thinking. That's a bit easier than doing a complete lesson plan. I'll get busy on the NARA. (SHirley) I addeded to the NARA now I'll expand on one or two of Pat's ideas to include higher order thinking. (shirley)
 * Pat,**

Our group chose “Don’t bite the hand that’s feeding you” initially because the title grabbed our attention. That is a great marketing strategy to increase sales. Upon listening to the recording we were surprised about the extreme anti-immigrant expression. Anti immigrant feeling is also a very current, controversial problem in the United States. Emotions run high on both sides of this issue. Our United States Congress has heatedly discussed this problem with no apparent solutions.

We believe this recording would be very effective with our students because it is a current, controversial topic. Students would find adequate sources to research this topic and debate the pros and cons. Students would be reflective of the opinions of their parents and the local community. The recording could also be analyzed as a source for why immigrants came to this country and what did they find? A spin off would be a discussion on nativism and the rise of the Ku Klux Klan during this era. The Ku Klux Klan is a topic that always interests students.(Pat) Everyone and anyone add your thoughts.(Pat)

Students could use critical thinking skills by brainstorming and listing the freedoms of Americans. Students could research the rights of American citizens. American rights can be compared and contrasted with other countries using a Venn diagram. A collage can be created displaying our cherished freedoms. This would require students to plan, create and execute an assignment. Students could predict what would be reason enough for them to take a stand or even go to war. (Pat)
 * Civics lesson: Do Americans take for granted our freedoms? **

We chose this recording because of the message it sent to immigrants in the early 1900’s. Surprisingly, something that was a issue then is an issue almost 100 years later in a country that is based on diversity. I think this recording would be effective with students because it shows that we are all different but we should still respect one and others culture and beliefs. (Ed)

Civics/Social Studies: Students in a high school classroom would listen to the recording. After understanding the meaning the class would split into two groups. There would be a class debate with one group supporting unlimited entrance to immigrants into the country and the other group would support strict guidelines and stronger enforcement of illegal immigrants entering the country. After the debate the groups would have 3 minutes to close their arguments and the teacher would rate it on not whose right or wrong but who presented their facts the best. This would help promote critical thinking by encouraging scenarios and analyzing situations before stating their points .(Ed)

English: Students could research the literature of the time period and relate it to the lyrics - what were some popular titles during the time period and compare the writing of the time period and how the feelings toward immigrants may have been reflected. What were popular titles? This would give students background information to write a persuasive essay that persuades readers to decide whether immigrants were or were not grateful to be in America and how the writing reflected the feelings of the time. (Shirley)


 * I've added our integration ideas in one document - I think Susan wanted to add one for the elementrary program so that can be added. I checked the analysis worksheet that incorporated all of our ideas and it looked fine to me. After we finish the integration ideas - I think we are good to go! Shirley**

Shirley, I've read over everything. I just noticed two mispelled words on your lesson description. They are underlined and easy to fix up. I also think we have to include a paragraph on why we chose this song. I wrote a paragraph it is above my Civics described lesson. If you want to use mine that's great. If someone wants to edit it or write a new one that's good too. I just don't want us to overlook that aspect. Other than that I am fine to post. (Pat)

I think the top one looks good with all of our responses. I copied my lesson and put it onto the other Wiki page. I guess we have to post them on a seperate page. I like Pat's reason why we chose this song. I'm OK with using this one. (Ed) ​ Pat, et al. I am absolutely okay with you changing the spelling - I appreciate that! It looks like Susan created a page for our group assignment. After reading what Susan posted on that page, I Moved the NARA worksheet to the group project page - Can we tell Jeanine it is finished? Shirley

I'm good with it! :) You guys are all super! (Susan)