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Immigration in Utah

Time Frame:
5 class periods that run 30 minutes each.

Group Size:
Large Groups


 

Summary:
Students will understand why the Chinese and Irish immigrated to the U.S. and Utah and what they did when they got here.

Main Curriculum Tie:
Social Studies - 4th Grade
Standard 2 Objective 2

Describe ways that Utah has changed over time.

Materials:

  • Yin, 2001, Coolies, Puffin Books, ISBN 0-14-250055-0
  • Durbin, William, 1999, Journal of Sean Sullivan: A Transcontinental Railroad Worker: Nebraska and Points West, 1867. Scholastic, Inc., ISBN 13: 9780439049948
  • Fraser, Mary Ann, 1993, Ten Mile Day and the Building of the Transcontinental Railroad. Henry Holt and Co., Inc., ISBN 0-8050-4703-4

Intended Learning Outcomes:
Students will understand what brought the immigrants to the U.S.? Why they came to Utah and how they got here.

Instructional Procedures:
Introduction Activity
Read Coolies. Discussion of book:

  • What is a Coolie?
  • Why did they come to the U.S.?
  • What did they do and the hardships they faced when they got here?
  • What brought them to Utah?
  • Etc.

Read Passages from the Book- The Journal of Sean Sullivan. Discussion of information asking similar questions.

As a class develop a Venn-diagram showing differences and similarities of the two groups.

Given a map of the west plot what they think the course of the Central and Union Pacific R.R. was as they come together at Promontory. Then go over and plot the actual route of the tracks. Small group activity.

Read the story Ten Mile Day

As a class make predictions as to what the R.R. workers did after the completion of the railroad. What did they do? Where did they go?

Author:
SHELLIE YODER

Created Date :
Aug 22 2008 21:06 PM

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