2009 Back to History Lesson Plan Immigration/Migration. Marci Hay, Debbie Haycox, Brandon Haycox, Wendy Shaffer, Beth Chetty
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1 2009 Back to History Lesson Plan Immigration/Migration Team Members: Instructional Unit: Title of Lesson: Marci Hay, Debbie Haycox, Brandon Haycox, Wendy Shaffer, Beth Chetty Culture of the Amish in Ohio The Ohio Amish Grade Level: 4-5 Description: Standards: Include Standard, Benchmark Letters, and GLI numbers Students will have a better understanding of the Amish community and their immigrant experience. Grade 4 -Benchmark: People in Societies 1. Describe the cultural practices and products of various groups who have settled in Ohio over time: d. Amish and Appalachian populations 2. Explain the reasons people came to Ohio including: a. Opportunities in agriculture, mining, and manufacturing b. Freedom from religious and political oppression Grade 5 Benchmark: People in Societies 1. Compare the cultural practices and products of diverse groups in North America including: b. Religion c. Language d. Food e. Clothing Duration: days
2 Materials and Resources: Two Column Chart Map A: Amish Communities in Ohio Worksheet A Amish in Ohio Worksheet B Get to the Source with Music Worksheet B Get to the Source with Photographs The Amish Immigrant Experience in Ohio. Think TV Resource Primary Source Materials: Amish Song Ausbund (Amish hymn book) Worksheet B Get to the Source with Music. Amish Pictures Get to the Source with Photographs (Library of Congress American Memory America from the Great Depression to World War II: Black and White Photographs from the FSA_OWI, , ) The Amish Immigrant Experience in Ohio Created by Marci Hay, Debbie Haycox, Brandon Haycox, Beth Chetty, and Wendy Shaffer Warm Up: 1) Write the word Amish on the board. Ask students what images come into their mind when they read the word Amish. Write these ideas or images on a concept map. 2) Write the word immigrant on the board; explain to the class that immigrants are people who come to a new country to live. Ask students what reasons people might have for leaving their home to travel hundreds or even thousands of miles to come and live in a totally new place. (Exploring Our Heritage: The Ohio Amish) 3) Make sure students know the Amish came to America to find religious freedom and for the opportunity to farm land. 4) Show the teacher created DVD The Amish Immigrant Experience in Ohio. Instructional Strategies: Day One Get to the Source with Music 1) Ask students how immigrants preserve their heritage from their homeland. Write
3 their responses on the board. The Amish have preserved their culture by isolating themselves from others. 2) One way the Amish preserve their heritage is by handing down hymns or religious music from their homeland. Pass out Worksheet B Get to the Source with Music. Students will read the hymn aloud as a class. After reading the song, have the students chant the song and then try to sing it to the tune of Mary had a Little Lamb. 3) Discuss how the mood of the song changed from the first reading to the second. 4) Students will answer the questions at the bottom of Worksheet B. Day Two Get to the Source with Photographs. 1) Remind students how primary source photographs can provide information about the past. Review beliefs from yesterday s discussion. 2) Pass out primary source photographs. Divide students into groups of 2 or 3 to analyze the photographs. 3) Students will answer the questions on Worksheet B regarding the photographs. Homework / Practice: 1) Students will use Map A to identify Amish communities in Ohio and be able to use the map to answer questions on Worksheet A. Assessment Question: After watching The Amish Immigrant Experience in Ohio, students should realize that Amish communities differ from their own. Explain to students that they, too, live in a community, and that all communities are special in their own way. Distribute the Two Column Chart, and students will make 2 comparisons and 2 contrasts between the Amish communities and their own.
4 4 Students will correctly identify 2 similarities and 2 differences between the Amish community and their own. 3 Students will correctly have a combination of 3 similarities and/or differences between the Amish community and their own. 2 - Students will correctly have a combination of 2 similarities and/or differences between the Amish community and their own. 1 Students will correctly have 1 similarities and/or differences between the Amish community and their own. 0 The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect consequence. The student may have written on a different topic or written, I don t know. Extension Activity: (Choose 1) Option 1: Pass out a different piece of quilting material to each student. Each student will create a quilt section relating to the Amish lifestyle. As a class we will recreate a quilting bee to sew our class quilt. Upon completion of the quilt, the students will share what their quilt section depicts, and how it relates to the Amish lifestyle. The quilt will be displayed in the hallway. Option 2: Students will create a PowerPoint presentation which reflects their knowledge regarding the Amish immigrant experience. Upon completion students will share their presentations with the class.
5 Name: Two-Column Chart Directions: When comparing our community to the Amish community, identify at least 2 similarities and 2 differences between the two communities.
6 Bibliography Beachy, Leroy, and Stanley Kaufman. Amish in Eastern Ohio. Walnut Creek: German Culture Museum, Library of Congress Amish Photographs. Miller, Levi. Our People: The Amish and Mennonites of Ohio. Scottsdale, Pa: Herald Press, Ohio Pix Ohio Historical Society. Photograph numbers: AL03303, AL03302, AL ohiopix.org Amish History Is A story of Struggle and Faith Think Education Exploring Our Heritage: The Ohio Amish. Think TV Network. June 23,
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