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Spring 2010 Pilot

Tentative Project Timeline-866-411-0013 and passcode 0176476#.

Immigration & Human Movement Webpage

Feb 12-19
Mgmt team prepares:
  • promotions and registration instructions-email/web
  • project web site
  • online registration form
  • alignment to standards
April 1 -May 7
Project Activities:
  • topic research and investigation
  • collaborative activities with partner classes
  • presentation development
April 1
Deadline to submit presentation proposals
April 7
MGMT TEAM - meets to determine presenter sites, notify presenter and interactive sites
April 8-16
Gather Technical Data for Participating Sites: all participating sites must complete
April 8-16
Registration open for one or more Expert Videoconferenceing Series
April 13-23
Experts Videoconference Series
(!MGMT Team - please post the day/time/name and session topic of your Expert event here - and then email the team!)
  • must register seperately to participate in one or more of the Experts Videoconferenceing Series events
  • access project web page to register
April 19-23
May 3-7
Rehearsals for presenter sites on videoconference H.323
  • each state determines rehearsal schedule with their own participants
  • minimally: rehearse internally connected to state bridge,
May 6
Bridge Test Connect: also include a dry run with each presenter connecting across all bridges for 5 minute audio/video test connection
Thursday May 13
Project Presentations - nationwide multipoint videoconference
Immigration and Human Movement

Tadge's comments in red

Goal: To have students research and report on different topics regarding immigration in their region of the country.

Description: Immigration has been a controversial issue throughout American History from the earliest days of the republic to the present day.  Students will be encouraged to research topics regarding immigration from different time periods and perspectives in order to compare trends, cultural attitudes, and inclusion of immigrants in American society. The project has been divided into three grade level specific areas of study.

  • Grades 3-6 will investigate the historical immigration trends (up to the mid-20th Century) in their region.
  • Grades 6-12 will study current immigration trends in their regions.
  • High School students will tackle the larger area of human movement, both historical and modern, to investigate deeper issues for their region.

Each project will culminate in a report to all of the participants via a shared video conference.
All projects should be prepared to use primary source materials such as census data, interviews (via video conferencing), and other data sets.

Areas of Study

Historical Immigration (Grades 3-6):

Students should consider the following topics:

  1. Who makes up your community? Where are they from? Where have the moved from? I would tend to make this so that students think about movement of people first. Things such as why have people moved for jobs, family commitments, natural disasters, etc. Then I would begin to talk about Immigration. (Tadge)
  2. Is your community reflective of a specific subgroup of immigrants?  Tell us your community's story including how your ancestors found themselves in your community.
  3. What were the most important ports of entry for early U.S. immigrants to your region?  What roles did they play and where were most of the immigrants from?
  4. I don't know if I would really focus on 20th century life. Here again I might talk about general concepts of Movement. I know that on the last phone conversation that it was mentioned that Gerri saw that the students who were recent immigrants had important stories to share. I think that these experiences as well as those of other students is important. What was the life like of an early 20th century immigrant?  What challenges did they face?  Did they come with family?  Alone?

Resources for these investigations could include data from the US Census Department, visual maping data ie. Census Data related to Google Earth or others, interviews with local historical societies, interviews with experts (Ellis Island, UN, others?), talking with family members about their families story.

Current Immigration (Grades 6-12):

Students should consider the following topics:

  1. Who are today's immigrants to your region?  Why are they coming to the U.S.?  Tell us their stories.
  2. What are some of the ramifications, good and bad, of current immigration trends?
  3. How does illegal immigration impact the U.S.?  Who are the illegal immigrants to your region and why do they migrate to your region?  Give examples that reflect either positive or negative impacts.
  4. Politicians talk quite a bit about 'protecting the border'.  Research the differing ideas on that concept for your region and the ramifications of those options.
  5. Compare and contrast U.S. immigration laws with other countries.  What do we do well/not so well in comparison to other countries?
  6. I would still ask about entry points. I think that it might be helpful for students to think how technology such as air travel has changed this.

Resources for these investigations can include census data, interviews with INS officials or Homeland Security; primary sources could include legislation (both state and federal).

Human Movement (High School):
Students should consider the following topics:

  1. Tell us about the impact of human movement on geography/environment over time for your state.
    1. What factors contributed to any influx of immigrants to the region?
    2. Was there a particular benefit for one group of immigrants over others?
    3. How have different Political, Economic, and Social factors contributed to the movement of peope during these times?
  2. What was the impact and perceptions of the current residents during the time of the immigration? How are these similar or different to other times of migration?
  3. Aren't these products to showcase learning? Create an animated or interactive map that shows how people moved across the country, routes that they took, etc.  Use primary source documents. (cite/credit) Reflect on this movement both before and after major events.

Resources should include census data, various museums that record and own collections related to human immigration and ?.

Groups in each region should coordinate their research via video conferences, wikis or other tools between the grade levels to compare and contrast the different topics.  Questions may include how immigration changed over time in each region, was there a change in attitudes toward immigrants over time in the region, and if there are any similarities for the reasons for immigration to the region over the different time periods.

The final presentation will be made on a shared, nationwide video conference.  Presentations will include a discussion regarding the research undertaken, an interactive discussion, and for the higher grade levels a debate on some of the more controversial issues.  Presentations should be as interactive as possible, including video (either live or taped).

Resources/Web Links

Stanford GCensus -

NYS GIS Data -

Tiger Live  US Census Data -

Social Explorer (may work for some basics)-

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