Teaching team: ​Emmy, EmmaRose, Willa, Elsa, Isabel, Alex

Subject area/Grade level:​ 7th grade Tx History, and English

Lesson Topic/Title: ​Mexican Culture and Immigration

Date(s): ​Friday 5/18

TEKS:
(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize
collected information. Students are expected to:
(A) narrow or broaden the major research question, if necessary, based on further research and
investigation; and
(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication
date, coverage, language, point of view) and explain why one source is more useful than another.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students will continue to apply earlier standards with greater complexity.
History. The student understands that historical events influence contemporary events. The
student is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from
historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate
relationships between past conflicts and current conditions.

Essential Learnings:
-Ask the kids why?
We want the kids to understand the ​how​ and ​why​ people immigrate. Additionally, we want to
teach them about the cultural influence of Mexico in the United States. This is a very prevalent
topic in politics today and affects many people in both Mexico and the United States

Activities:
Introduction to our project:
- The teachers will explain who we are, what we are teaching them, as well as a brief
introduction to ​The Devils Highway​ and U​ nder the Same Moon.
- We will ask the students what they already know so they can have context, apply prior
knowledge and have a good understanding of key terms used throughout the lesson. To
do this teachers will call on student volunteers who want to share the definitions they
came up with.

https://docs.google.com/presentation/d/1zy2_eZm_wCPl8AQOxzcz-HZpHEpqIYJhhIdJQOEUQ
YY/edit?usp=sharing
STATIONS:
- We will tell the students to look at the color on the card that they were handed when they
walked in the room. This will determine what station they begin with and their station
groups. Then we will assign each station to a different area of the room and rotate every
8 minutes.
Station 1​-
1. Historical Timeline activity = Split the group in half and give each side a set of index
cards with dates and descriptions of historical events pertaining to Mexican immigration.
The goal of this activity is for the kids to learn history in an engaging way by getting up
and collaborating with a group. The group that gets the order correct first wins.
2. Powerpoint to go over the timeline activity to give more context
Station 2-
1. Powerpoint section on immigration today in 2018 and the current political scene.
2. Facts and statistics on immigration
3. Give out the foods (Horchata, Pan Dulce, and Empanadas) and explain the meaning
behind each item.
Station 3-
1. Film Clip from Under the Same Moon - ​https://www.imdb.com/videoplayer/vi268042521
2. Powerpoint to go over push and pull factors
3. Immigration legally vs. illegally -- gives context to the how (how Mexicans immigrate)
4. Reaction from the media with percentages and visuals

Craft activity​:
Students will be making paper flowers to demonstrate an element of Mexican culture that is
prominent in Mexico and is brought over into the United States. We will be playing music while
the kids are crafting and we will circulate to help/answer any questions. Instructions will be
explained on the powerpoint.

Kahoot:
​to show what has been learning -- with a prize for the winners (Jolly Ranchers)
https://play.kahoot.it/#/k/05d13887-3dd1-4310-ab55-b5c11fdc2cf4

Closure:
Talk to a partner or small group and share 3 things you learned.
(If there is time at the end) Answer any questions about our project, or austin high as a whole.

Interdisciplinary Connections:
Connections through Tx History, and US history with Mexico (History of issue)
Arts and crafts through cultural learning (Flowers)
English- Knowledge through timeline game and synthesis information as well as practice
teamwork skills
Levels of Thinking:
Knowledge
Comprehension
Application- Applying previous knowledge to the timeline activity

Closure:
Kahoot/ What you learned

Teaching Team Roles and Responsibilities:

Emmy- paper flowers, history of mexican government, background info
Elsa- Background info(with emmy), Facts and Statistics, Kahoot, What did you learn (with
EmmaRose), food, station 2
EmmaRose- History of Immigration through Mexico, Why are we here, What did you learn (with
Elsa), Timeline game (with emmy), Legal immigration
Willa- Pull factors, Culture of flowers, What they already know, Statutes in the Park
Alex- Immigration today, Legal Immigration
Isabel- Push factors, Meaning of flowers, The reaction of the media, illegal immigration