Table+One+Wednesday

11th Grade Social Studies ||  ||   ||   ||   || Immigration Cause and Contribution ||  || SS.O.11.5.3: critique United States immigration policies and **assess the contributions of immigrant groups** and individuals. SS.O.11.4.1: interpret and **transform primary data** and various forms of information **into** maps, **graphs, charts**, cartoons and timelines.
 * === Grade Level ===
 * === Current Project ===
 * ===** Current Learning Standards Addressed **=== ||  ||   ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||   ||   ||   ||
 * Social Studies
 * SS.S.11.5 History**

21st Century Learning Skills and Technology Tools 21C.O.9-12.1.LS.2: Student analyzes and interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. **The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques**.
 * 21C.S.9-12.1 Information and Communication Skills**

21C.O.9-12.1.LS.3 Student **creates information using advanced skills of analysis, synthesis and evaluation and shares this information through** a variety of oral, written and **multimedia communications that target academic**, professional and technical audiences and **purposes**.

21C.O.9-12.1.TT.7: Student **uses advanced features and utilities of presentation software** (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, **creating a non-linear presentation) to communicate ideas to multiple audiences**. || __Writing: Grades 9 - 10__ 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
 * Common Core State Standards Literacy in History/Social Studies, Science, and Technical Subjects
 * Common Core State Standards Literacy in History/Social Studies, Science, and Technical Subjects
 * Text Types and Purposes**
 * Production and Distribution of Writing**

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
 * Research to Build and Present Knowledge**

__Writing: Grades 11-12__ 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
 * Text Types and Purposes**

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source. ||  ||
 * Research to Build and Present Knowledge**

1.The rubric is well detailed and extensive. 2.Easy to relate to local culture. 1. Increase the amount of time required to complete the project. 2. Decrease the amount of journal entries. 3. Remove the questions in the workbook to allow students to create their own questions. 4. Use a blog to create journal entries. 5. Focus on local immigration patterns. ||
 * ===** Summary of Current Lesson **=== || To address SS Standards, students will research the experiences of an immigrant group and compose journal entries of a fictitious character of the immigrant group. ||
 * === Analysis of indicators of Engaged Learning in Current Lesson (strengths and opportunities for improvement). === || **Strengths:**
 * Opportunities for improvement**:
 * === Summary of Technology Uses in Current Lesson === || Data Projector, Computers ||

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 * === NEW Adaptation Title === || Where did you come from? Immigration in West Virginia ||
 * === Learning Standards Added (if any) === || None ||
 * === Summary of Your Adaptation === || Students will focus research on immigration groups as related to the state of West Virginia. ||
 * ===** How you strengthened the use of technology and the Indicators of Engaged Learning **=== || Student presentations will be posted on Edline Social Studies Class pages, West Virginia Geneological Websites and Historical Society websites. ||