5A1+Group+C+Project+Page


 * Awesome job! Very detailed and informative! Jeanine**
 * [[file:sound_recording_analysis_worksheet-all.pdf]]

"Don't Bite the Hand That's Feeding You"**


 * Why we chose it:**

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.

**Activities to do with this Audio Recording:**


 * Social Studies:** 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 /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)
 * Social Studies**: Students can trace immigration. Restriction policies were put into place that established quotas limiting most immigration by groups outside of Western Europe; anti-immigration sentiments were high. Identify modern songs about immigration - how are they reflective of society today. Compare and contrast the time period of 1915 and today. (Shirley)


 * Social Studies**: Immigrants were deported several times in American history because it was believed that the immigrants were taking jobs that "Americans" could have had. Was the policy effective? Is this something that would work today, why or why not? (Shirley)
 * Social Studies**: (for primary students) This would be an activity to tie in to Thanksgiving. As preparation for playing the music, the class would have discussed Thanksgiving and being thankful. We would have talked about the first Thanksgiving being a very long time ago (showing a time line) and how even though the Pilgrims came to America, the Native Americans were kind and taught them how to survive. The Pilgrims were thankful for their help. Next, the students would be told to “fast forward” to not so long ago (on the timeline). Now many people from other countries are coming to America for all that is available, kind of like the Pilgrims. The students would listen to the song. Some questions that could be asked after listening would include: Is the singer happy or mad? If you saw a plate of cookies on the counter (use a real plate of cookies, enough for each of the students plus one for yourself) that weren’t yours, would you take them? What if someone offered them to you, how would you feel? How would you feel if you had worked hard on baking cookies and someone else ate them all because they figured if the cookies were there they could take them (have a fellow teacher come in and just take the last cookie, then complain about how it tastes)? Then those people complained that they didn’t like them, how would you feel? Would you want those people to leave? Were the people already living here like the cookie baker? Were the new people like the person who took the cookie? Were they thankful? That is what the song is about. Have the students write a paragraph about for what they are thankful. (Susan)