Submitted by Pam Harens, Kate Aydin
Objectives:
Content:
Students will:
· use complex numbers to understand Minnesota immigration demographics
· learn about the ten largest immigrant groups in Minnesota and their impact on Minnesota culture
· define Minnesota culture based on research and class presentationsCultural:
Students will:
· identify and explain factors (immigration, climate, geography) that influence cultural practices, particularly with respect to Minnesota
· study cultural contributions of immigrant groups to MinnesotaLanguage: Content Obligatory
Students will:
· use nationality and country name vocabulary appropriately
· use question words, create questions
· comprehend and use numbers accurately (ones, tens, hundreds, thousands)
· use vocabulary specific to discussing culture, both Minnesota-specific and in general
· use description vocabulary (ser, venir, etc.)
· report facts about eventsLanguage: Content Compatible
Students will:
· use comparative words, such as más que... or menos que...
· express reasons for choices and provide explanations
· use the present tense accurately
· construct simple sentences (SVO)Learning Strategies / Social and Skills Development:
Students will:
· maintain an on-going vocabulary list of useful or necessary Spanish words or phrases
· analyze and interpret demographics
· interpret, infer, and deduce meaning from authentic demographic data
· research and use non-fiction resources to build knowledge; keep a list of sources
· organize and present information to the class
· take clear and accurate notes about presentations
· use notes as support of ideas for reflection paper
· understand descriptions through attention to vocabulary
· compare and contrast recent Minnesota immigrant groups to earlier Minnesotan immigrant groups
· work cooperatively in pairs during the "Minnesota" activity
· work cooperatively in small groups to make a presentation about an immigrant group
· participate in the creation of a Minnesota immigration timeline
Time Frame:
Four 50 minute sessions
Materials Needed:
· Paper for timeline
·Construction paper and glue for timeline "links"
· Internet or print resources for research
· Tagboard and markers for presentation posters
· Worksheet: numbers and years (attachment 6)
· Worksheets for Paired activity: A Minnesota (attachment 7A and 7B)
· Worksheet: Checklist for immigrant group presentation (attachment 8)
· Worksheet: Form for presenting immigrant groups to class (attachment 9)
· Worksheet: Example of a sheet to take notes on presentations (attachment 9B)
Description of Assessment (Performance Project):
Day 6
1. Students share their lists of countries where Minnesota immigrants have originated. The teacher writes these countries on the board or on an overhead transparency. He/she also writes the names of the nationalities in Spanish next to the countries. The teacher guides the students in pronunciation practice.
2. Students practice the pronunciation of large numbers and years using a handout (Attachment 6) in order to do the following activity.
3. Paired Practice: Students do an information gap activity called "Minnesota" (Attachments 7A, 7B) involving MN census data and related immigrant statistics from various years. An information gap activity means that each member of the class has a portion of the sum of the knowledge sought during this activity. One half of the students may have statistics from one census and the other half of the students have the data from a second census. By comparing and contrasting these parts of the information, students can infer and create increasingly accurate conclusions. This activity requires students to complete their worksheets by finding out from each other immigration numbers for different groups for various years.
4. After completing the "Minnesota" worksheet, students work with their partner to rank the top five immigrant groups for the years listed and the top 10 immigrant groups by total populations. They also answer a few questions related to the statistics.
Days 7-8
1. Students sign up in groups of 2-3 to research (Internet and library) and present one of the top 10 immigrant groups to the class. Because the students will be at ACTFL's novice-high or intermediate-low level, at best, the teacher will provide them with a sheet that they fill in with specific information to use in their presentation (Attachment 9). Students will also receive a checklist (Attachment 8) with the presentation guidelines. Students will use the checklist to prepare for the presentation. During the presentation, the teacher will use the checklist as a means to assess their presentation.
2. Students must include the following information in their presentation:
When did the immigrant group originally arrive in Minnesota?
Why did the immigrant group originally come to Minnesota? Was it for geographical reasons? Economic reasons? Political reasons? Other reasons?
What are characteristics of this immigrant group?
What are important values to this immigrant group?
What has the immigrant group contributed to Minnesota?
Students are to look for products, practices and perspectives of this immigrant group as they do their research.3. In addition to preparing information to be presented orally, students are to design a poster or some other visual aid to represent their group's information.
4. Also, they will help create a class immigration timeline representing the immigration for Minnesota for the years 1860, 1900, 1930, 1970, and 1990. Students will create links similar to those used to make paper chains. The links will represent the populations for the 10 immigrant groups for each year on the timeline by using different sized links that represent different numbers (small = 1,000; middle = 5,000; large = 10,000) and different colors/designs to distinguish between the 10 immigrant groups. The students will explain their immigrant group's immigration patterns via the timeline during their presentation.
5. Furthermore, students are encouraged to dress "in costume" as best they can to represent the culture they are sharing with the class and bring in examples of music, crafts, art, etc.
Day 9
1. As students present their reports, the rest of the class takes notes on the ten groups, specifically looking for examples of products, practices and perspectives about the various groups. For an example of how students may take notes (see Attachment 9B).
Assessment:
After the presentations, students will write a reflection paper in English that considers the questions:
What is Minnesota culture? Discuss the role of geography, climate and immigrant groups in Minnsota culture. Cite examples of products, practices and perspectives included in the class presentations.
Who is a Minnesotan? Do you consider yourself a Minnesotan? Why or why not?Teachers will grade this reflection paper using a "+," "
" or "-"
"+" - represents excellent and thoughtful responses to the questions
"
"-" - represents unsatisfactory responses to the questions
References and Resources:
U.S. Bureau of the Census: Census of Population: 1970: Vol.1, Characteristics of the Population, Part 25, Minnesota. (1973) U.S. Government Printing Office :Washington, D.C.
1990 Census of Population: Social and Economic Characteristics: Minnesota-1990 CP-2-25. (Sept. 1993). U.S. Dept. of Commerce, Economics and Statistics Administration.
DeAnda, R. (May, 1989). Minnesota's Hispanic Community: A Profile. Minnesota Spanish Speaking Affairs Council.
Drenning Holmquist, J. (Ed.) (1981) They Chose Minnesota: A Survey of the State's Ethnic Groups. In Minnesota Historical Society Press.
Turn of the Century: Minnesota's Population in 1900 and Today. (November, 1999) Minnesota Planning State Demographic Center.
Murphy, Nora, and Yang, Pai. Hmong in the '90's: Stepping Towards the Future. Hmong American Partnership.
Posenblatt, J.(Ed.) (1985) Indians in Minnesota: 4th Edition. University of Minnesota Press.
Rode, P. (April, 1999) Ethiopian and Somali Families in Minneapolis: A Community Study. Minneapolis Youth Coordinating Board.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Attachment 6: Worksheet: numbers and years
Attachment 7A: Paired activity - "A" partner
Attachment 7B: Paired activity - "B" partner
Attachment 8: Checklist for immigrant group presentation
Attachment 9: Form for presenting immigrant groups to class
Attachment 9B: Example of note-taking page for presentations