Project Based Learning Enriches History Classes
Immigration Concepts in Classroom Presentations Stimulate Learning
Nov 2, 2008
Immigration in American History can best be taught through project based learning methodologies that allow students to explore their own roots, immerse themselves in one aspect of immigration, and present their findings through classroom demonstrations. Topics can come from personal histories or concentrate on contemporary immigration issues. Students can work in groups of two or more and divide different aspects of the central issue they have chosen to research.
The Value of Researching Personal Histories
Students that elect to research and report on their own family roots are often rewarded with rich stories they are often unfamiliar with. Such research draws families closer together as students gather facts from old photographs, family trees, conversations with distant family members, and artifacts. In many cases, students will better identify with issues in American History such as the great Irish migration in the early 19th century or the influx of Italians in the latter part of that century. Students may be surprised that their great grandparents may have entered the United States through Ellis or Angel Island. Many students develop a deep appreciation of their personal past histories.
Crafting the Assignment and Developing Rubrics
Depending upon class size, an immigrant project can take several days. Allot 3-5 minutes per student to give a class presentation. If working in groups, multiply that time by the number in the group. Factor in enough time since some students may exceed the time allotment. In order to credit individual accountability, each student should be required to submit a personally prepared essay or research paper on the aspect they have researched.
The actual presentation can include a variety of different media:
- Student-made power-points
- Posters and family trees
- Food representative of the country involved in the presentation
- Artifacts like old family Bibles or citizenship documents.
- Recorded or taped interviews
Grading can be broken down by assigning separate values to the written submissions, the impact and creativity of the presentation, and the usage of visuals and other technologies.
Contemporary Immigration Issues
Some students may be reluctant to report on their own heritages for personal reasons. It is therefore helpful to allow those students to work with and assist another student or to research a contemporary topic:
- The pros and cons of illegal immigration
- United States’ policy on refugees
- Moral aspects of open borders
There are many possibilities for students to explore, whether it is the role of Minutemen or the on-going attempts by Cubans and Haitians sailing to Florida in unsafe vessels. Broadening the scope of an immigration project serves the goal of inclusiveness and allows students at all learning levels the opportunity to fully participate.
Food History Enhances the Project
Students can be encouraged to use food in their presentation. The classroom may smell of Irish soda bread or baklava, but students are more apt to remember key points of a demonstration when food is involved. Additionally, students enjoy cooking, particularly given the popularity of the Food Channel with teens. The use of food should be cleared with school administration as well as the facility maintenance staff.
An immigration project makes learning fun and brings the concepts to life through creative personal demonstrations. Teachers with web pages can download pictures of superior presentations to share with future classes as examples of ideas that worked. Projects also boast grades of learners that may not fare well under objective assessments but can demonstrate their knowledge through other media. Project based learning represents one important element within a diversified learning environment and curriculum.
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