Unit:  Immigration
Lesson 2:  What Countries Do We Come From?

Carolyn Hornik

Aim:
    1.    To locate countries on a world map.
    2.    To develop an appreciation of ethnic diversities.
    3.    To create a spreadsheet.
    4.    To create a graph from a spreadsheet.
    5.    To create graphs using a drawing and painting application.
    6.    To read and interpret bar, line, circle, and pictographs.

Standards Addressed:
1.    collecting and organizing data to answer a question or test a hypothesis by comparing sets of data
2.    displaying data in line plots, graphs, tables, and charts.
3.    making statements and draws simple conclusions based on data.
4.    gathering data about an entire group or by sampling group members to understand the concept of a sample.
5.    becoming aware of reasons for and effects of migration and immigration of different peoples to the United States in general and the New York City region specifically
6.    developing awareness of the the democratic ideals upon which this nation was founded, as well as the struggle on the part of diverse groups to achieve these ideals over time
7.    recognizing important political, economic, and social developments in history of New York City and the United States and their impact on diverse groups of Americans
8.    recognizing the impact of people of divers cultures on New York City and the United States over time

Vocabulary:
ancestors        country of origin        route       spreadsheet        bar graph        pictograph      line graph       circle graph               tally        cell                    format
font                 style

Materials:
If Your Name Was Changed At Ellis Island CD, KidPix, ClarisWorks, world map, string

Time Frame:
4 forty-five minute periods

Motivations:
    1.    Students review introduction to book If Your Name Was Changed At Ellis Island, by Ellen Levine, published by Scholastic Inc., New York, 1993 on the CD. Have students highlight the paragraphs that tell the names of different countries people immigrated from using the stamp tool. Locate these countries on a world map.
    2.    Elicit from students the names of the countries that their ancestors are from. Locate these countries on the world map. Use colored string to trace a route from the country of origin to The United States.

Procedure:
1.    List names of countries that children's ancestors are from on chalkboard.
2.    Use tallies to mark the number of children in the class from the different countries listed on the board.
3.    Total the tallies.
4.    Using and LCD projector demonstrate how to create a spreadsheet on ClarisWorks as the children create one at their workstations. (Format font, style, color. Create headings for each row with the names of each country. Enter the number of children from each country in the appropriate cells.) See spreadsheet below.

5.    Highlight the cells on the spreadsheet and choose OPTIONS from the menu bar. Create a bar graph, line graph, and circle graph with the information in the spreadsheet as shown below.
 
 
 
 
 

6.     Students use Kidpix to create a bar graph, line graph, and pictograph.
 
 

Evaluation:    Students will be evaluated on their ability to create a spreadsheet and construct and interpret the bar, line, circle, and pictographs. The following focus questions may be asked:
1.    From which country do most of the students' ancestors in this class come?
2.    What is the range of the data shown on the graphs?
3.    How many students were surveyed?
4.    Which graph do you find easiest to interpret? Explain why.
5.    Which type of graph is most difficult to interpret? Explain why.
6.    Why is a bar graph created from a spreadsheet more accurate than one created on a drawing and painting program like Kidpix?

Note:    Some students may have difficulties in finding out the country of origin of their ancestors. If this is the case, use the data from the other students in the class to create the graphs.