Home
Student Resources

A Treasure in the Attic:
A Study of Pre-Civil War Immigration
Teacher Resources


TEACHER TIPS and TOOLS

How to implement engaging research, including mini-skills lessons and student reference sheets.
TARGETED LEARNING STYLES

TIME FRAME:



2-3 days for research
time at home to write
2 days to prepare a presentation
1-2 days to present




Grade Level/Content Area/Unit:

Grade 8/ Social Studies
Unit VII: A Nation Divided - Sectionalism and Slavery

Focus:
Enduring Understanding
or Essential Question

How did European and Asian immigration between 1800 and 1860 contribute to regional diversity in the United States of America?

MSDE Voluntary State Curriculum:
Social Studies Content Standards/
Core Learning Goals

Standard 1.0 History
Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Students will use historical thinking skills to understand how individuals and events have changed society over time.
Indicator
6. Analyze patterns of immigration to the United States
Objectives:
1. Identify the push and pull factors responsible for immigration to the United States, such as the forced migration of Africans, Western European immigration
2. Analyze the causes and describe the characteristics of rapid settlement of California and Oregon in the late 1840s and 1850s

National Content Standards for Social Studies
(National Council for the Social Studies)

Thematic Strand 1: Culture -Social studies programs should include experiences that provide for the study of culture and cultural diversity.

AASL Standards for the 21st-Century Learner

Learners use skills, resources and tools to:

  • Inquire, think critically, and gain knowledge.
  • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Share knowledge and participate ethically and productively as members of our democratic society.
  • Pursue Personal and aesthetic growth.
National Technology Education Standards for Students
(International Society for
Technology in Education)
  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
  • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
enGauge 21st Century Skills
(North Central Regional
Educational Laboratory)
  • Technological Literacy
  • Informational Literacy
  • Multicultural Literacy
  • Global Awareness

Last update: November 2010, by Michael Morgan
Created by: Deborah MacKenzie , Baltimore County Public Schools

BCPS Research Module, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved.
This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com or public domain unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646