Materials

• Overhead of immigrant chart shown below
• Outline map of the world and colored markers for each student
• Computer with Internet access

Instructional Activities

1. Review content from previous session, as needed.
   
   
2. Display the following prompt on the board or overhead:
   
   Prior to 1871, most immigrants to the United States came from northern and western Europe (Germany, Great Britain, Ireland, Norway, and Sweden). Between 1871 and 1921 most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia, and present-day Hungary, Serbia, Montenegro, Slovenia, Croatia, Bosnia, and Herzegovina), as well as Asia (China and Japan).
   
   Provide an outline world map to each student, and instruct each of them to color code the map based on immigration trends. For example, Western Europe could be coded green, and the map key should reflect that green represents the major origins of immigrants to the United States prior to 1871. Other areas should be color coded to reflect the information in the statement.
   
   
3. Ask students to think about what may have caused the shifts in the origins of immigrants. Encourage them to think about what events may have occurred in the countries identified that would contribute to this shift. Remind students to think back to the earlier discussion about why individuals came to the United States. Remind them that this information can be helpful as they develop a paper on immigration (see session 6).
   
   
4. Display the following chart on some prominent immigrants to the United States:
   
   



Immigrant’s Name	Country or City of Birth	Date of Arrival in United States	Accomplishment
Charlie Chaplin	London	1910	Became famous actor and director
David Sarnoff	Russia	1900	Created NBC
Leo Baekland	Belgium	1889	Created Velox (photo paper), insulator, and first fully synthetic plastic
Albert Einstein	Germany	1933	Devised the Theory of Relativity
Enrico Fermi	Rome	1939	Devised the Theory of Beta Decay; co-invented first man-made nuclear reactor
Kurt Gödel	Austria	1939	Devised the Incompleteness Theorum


The following Web sites may be helpful as students research other immigrants:
•  <http://www.pbs.org/wgbh/amex/chicago/sfeature/sf_nations.html>
•  <http://www.time.com/time/time100/index.html>


5. Ask several students to share their data on the immigrants identified through their research.
   
   
6. Assign a teacher-selected reading, worksheet, or other reinforcement activity, using available resources.