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Immigration is a great topic to bring social studies alive with local and national demographic information, a survey of current political discussion as well as bringing student family stories into the classroom. Our 3-5th grades did a month-long immigration unit last year, starting when each student created a character who wished to come to US, for various reasons, with various successes along various routes of legal and illegal immigration. Using contemporary statistics on immigration, http://www.census.gov/index.html teachers created something like "luck of the draw" cards that student/immigrants drew to which their character's had to respond. Another great tool for local information is to delve into online census information, presented by zip code.especially as pertaining to immigration and linguistic diversity. One slam-dunk tech lesson is to have students go to http://factfinder.census.gov <http://factfinder.census.gov/> to extract those elements pertaining to immigration. Concurrent to the immigration "game", students were queried into family country-of-origin stories. Rather than creating a forest of "family tree" we mapped something closer to a global network of how we, in our collective identity, came to be who we are today. This is a significant variation from family-tree drawings that leave many families puzzling how their family structure is best represented. Families grown through adoption, remarriage and divorce, as well as and children living with custodial non-parent families are just some who may find a traditional family tree just a bit tricky to "climb." It is also worth noting that in any unit on immigration, the history of Native American families in our communities can serve as anchor.and springboard into further historical inquiry into the genetic history of the human family. We also spent time with local immigrants-rights issues and queried families for immigration stories of their own. One parent in our classes last year was a lawyer who defends immigrants from deportation, featured in a film "Sentenced Home" and we enjoyed an afternoon with partial a film screening and Q&A: http://www.pbs.org/independentlens/sentencedhome/ Part of the success in engaging our students spring boarded from the series of immigrants-rights marches and rallies that were organized nationally last year, two of which began from our school's Seattle neighborhood. Your class may not be able to repeat that for a galvanizing event.but everywhere there are local manifestations of the immigrant experience in America. Finally, let me quote the chorus to "Immigrant" a fine folk song C1999 John McCutcheon/Appalsongs (ASCAP) She said, "Give me your tired"/ Lord, you know I'm weary When she said "Give me your poor"/She's talking to me One of your huddled masses yearning to breathe free And I never have lost sight of what this journey has been for See how she lifts her lamp beside that golden door. Craig Seasholes Librarian, Giddens School 620 20th Ave S. Seattle, WA 98144 work 206 324-4847 *818 library@giddensschool.org <http://www.bloglines.com/blog/Bookman> http://www.bloglines.com/blog/Bookman -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://lm-net.info/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------