National Standards (National Council for the Social Studies)

The National Social Studies Standards have Ten Themes. Below shows how many of them connect with this Immigration project.

• Culture: Understanding the reason people move/immigrate and what they bring with them (Projects 1 and 2)
• Time, Continuity and Change: Exploring the trends of immigration and movement over time (Projects 2 & 3)
• People, Places and Environment: This standard is all about the human-environment interaction including a better understanding of the geography and how people move about (All Projects)
• Power, Authority and Governance: The connections between politics, government and human movement (Project 2)
• Production, Distribution and Consumption: How does economic factors impact movement? (Project 3)
• Science, Technology and Society: How does technological and scientific factors impact movement? (Project 3)
• Global Connections: Understanding the interdependence of the world through a look at human movement (Project 2 &3)

Project 1- Grades 3-6: Historical Immigration: Students will learn about how and why people have moved in the past, both through historical stories as well as the stories the students bring or research themselves.

Project 2- Grades 6-12: Current Immigration: Students will research and discuss the issues involved with immigration in the 20th/21st Centuries.

Project 3- Grades 9-12: Human Movement: Combining concepts from geography, environments, economy, literature and/or history, students will research and present on the trends, themes and impacts seen in regards to human movement.

New York Standards - Below are the Themes and related Content Understandings which apply to each project

Project 1- Grades 3-6: Historical Immigration: Students will learn about how and why people have moved in the past, both through historical stories as well as the stories the students bring or research themselves.

• What is culture? (Grade 3)
• Where do people settle and why? (Grade 3)
• The causes and effects of human migration vary in different world regions. (Grade 3)
• The development of world communities is influenced by environmental and geographic factors. (Grade 3)
• Immigration and migration (Grade 3)
• The important contributions of immigrants to New York State (Grade 4)
• Geographic influences of industrialization and expansion (e.g., natural resources, location); the interactions between economic and geographic factors (Grade 4)
• The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. (Grade 5)
• Political boundaries change over time and place. (Grade 5)
• The nations and regions of the Western Hemisphere can be analyzed in terms of spatial organization, places, regions, physical settings (including natural resources), human systems, and environment and society. A region is an area that is tied together for some identifiable reason, such as physical, political, economic, or cultural features. (Grade 5)
• As settlement patterns changed, new forms of political order developed to meet the more complex needs of societies. (Grade 6)
• Political boundaries change over time and place. (Grade 6)

North Dakota Standards - Listed below are the standards that cover themes of Immigration and Human Movement. Additional standards may also apply. For a full listed of ND Studies Standards visit www.ndstudies.org

Pennsylvania Standards - The following are theme(s) and standard(s) which pertain to Immigration and Human Movement. Other standards and content area may also apply so visit the PDE SAS web site for
more information on Pennsylvania standards.

Texas Standards - Teachers should verify that their students' presentation proposals are addressing the appropriate TEKS for the grade level and subject they are teaching. Visit the TEA web site for more information about TEKS.

Listed below are just some of the TEKS that address immigration and human movement.

• Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas;
• Students survey the history of the United States from 1565 to the present. Historical content includes the colonial period, the American Revolution, the establishment of the U.S. Constitution and American identity, westward expansion, the Civil War and Reconstruction, immigration and industrialization, and the 20th and 21st centuries. Students study a variety of regions in the United States that result from physical features and human activity and identify how people adapt to and modify the environment.
• Trace characteristics of selected various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade
• Analyze the political, economic, and social impact of major events in the latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, political and economic controversies, immigration, and migration
• Analyze how immigration and migration to Texas in the 19th, and 20th, and 21st centuries have influenced Texas
• Identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration.
• Describe religious influences on motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings.
• Analyze causes and effects of events and social issues such as immigration, Social Darwinism, race relations, nativism, the Red Scare, Prohibition, and the changing role of women
• The student understands the causes and effects of migration and immigration on American society. The student is expected to (A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and (B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States.
• Explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas