Syuen+Walker-Ferreira

Daily Lesson GAME Plan || To promote the acquisition of knowledge and understanding of human activity in the past, linking it, as appropriate, with the present. ||
 * Lesson 1
 * Lesson Title: Migration Pattern |||| Related Lessons: The use of Immigrant laborers ||
 * Grade Level: 12 |||| Unit: The use of immigrant laborers 1838 -1917 ||
 * ==GOALS== ||
 * Content Standards: Standards are adopted from the Bahamas General Certificate of Secondary Education: History syllabus revised 1997.
 * ISTE NETS-S : This part of the template is not applicable to the Bahamas.

Instructional Objectives: At the end of this lesson students will be able to 1. Discuss the reasons why additional laborers were needed to work on the plantation after 1838. 2. Identify the places that laborers came from. 3. Highlight the effects that immigrants’ labor had on both the countries they are leaving and the places they went to. 4. Discuss why people migrate in today’s society. 5. Compare the migration pattern of the past and the present. 6. Describe and compare the effects of migration on the past and the present || The class will begin with a brief discussion; this will be done to make sure that students understand the vocabulary words in this topic. After which students will visit the social bookmarking site and from there in groups of three they will read and make notes with the information they find. || Materials and Resources
 * ==ACTION== ||
 * Before-Class Preparation: Before class I will use a social book marking site, by doing this my students will not waste time searching the different sites. They would also be given definitions to come to class with from the previous class ( define the following words migration, immigrants, laborers ||
 * During Class ||
 * Time 1 ½ hours |||| Instructional Activities

Computer with internet access and Microsoft excel ||
 * Note student groupings, environmental modifications needed, etc: Students will be grouped in no specific order. I will make sure that all the strong students don’t end up together and the same for the weaker students. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be assessed constantly by keeping close watch on their blog entries, concept maps and comparison table that they will later upload to their Wiki sites.
 * Ongoing Assessment(s): Students will be assessed constantly by keeping close watch on their blog entries, concept maps and comparison table that they will later upload to their Wiki sites.

Accommodations and Extensions: I will make sure to cater for the students who are not good at doing online research by letting them do something else in the group like creating the concept map or the comparison table. I will not limit my students to just blogging, they will also have a choice to make an audio or video recording as well. I think by doing this all my students will be accommodates. I have also asked my students to think of others ways they can present their information. One group asked if they could do a power point presentation because they wanted to include pictures, I told them I am cool with that once they cover all that I need them to.

Back-Up Plan: I have a back up lesson where students will use their text books and then we will discuss the effect in class, just in case there is a power outage at this time. I have the same lesson planed without the use of technology. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be evaluated based on the point they discuss in their blog entries. They will also be given a number of opened ended questions to prove understood of key concepts.

LESSON REFLECTIONS AND NOTES: This lesson will be taught next week as a result I will do this section by Tuesday of week 6. ||

**Reflection from Cheri:** Great lesson! I like how you have a back up plan in case the power goes out. That is something to consider, especially when the lesson is so dependent on technology.

I would be interested to know the views on migrant workers where you are and if it is similar to the United States. Do you compare the historical time period of 1838 -1917 with current time? I see that you compare the effects of migrant workers, but do you also compare other things such as conditions, wages, etc. That would be an interesting compare and contrast.

I see that in your Accommodations and Extensions you have considered catering to students that are not strong in some areas such as research. Have you considered putting them in situations that they are not strong in to help improve those areas? (not trying to help them fail, but giving them the courage to succeed).

It sounds like a high interest lesson. Can I come visit your class? Great work Sue!



Lol. Sure you can visit; the Bahamas is lovely this time of year.

It would actually be a good idea to compare wages and conditions as well. They would see how currency changes over time based on the situation the country is in, if they are a colony of another country or if the economic conditions of the country changes. Two heads are better than one.

Thanks Cheri Sue

Daily Lesson GAME Plan || To promote the acquisition of knowledge and understanding of human activity in the past, linking it, as appropriate, with the present. || 2. Communication and collaboration 3. Technology operations and concepts
 * Lesson 2
 * Lesson Title: Impact on the Caribbean: Social, economic and cultural ( Lesson 2) |||| Related Lessons: Migration ( Lesson 1) ||
 * Grade Level: 12 |||| Unit: The use of immigrant laborers 1838 -1917 ||
 * ==GOALS== ||
 * Content Standards: Standards are adopted from the Bahamas General Certificate of Secondary Education: History syllabus revised 1997.
 * ISTE NETS-S: 1. Creativity and innovation

Instructional Objectives: At the end of this lesson students will be able to:


 * 1) Discuss the social effects immigrant laborers had on the places they migrated to.
 * 2) Identify persons in society today that are direct descendants of immigrants from 1838-1917 era.
 * 3) Highlight economic effects immigrant labor had on the Caribbean.
 * 4) Discuss the cultural changes on the Caribbean after the introduction of immigrant labor.

Immigrants who came to the British Caribbean changed the racial demographics of the territory greatly. Immigrants came from China, East India, Free Africa and Europe. With the implementation of immigrant labor the culture of the country changes greatly. This is still evident in places like Guyana, Trinidad and Jamaica to a lesser extent (Dookhan, 1981). They also introduced a number of new religions to the region such as Hinduism and Buddhism ( Greenwood & Hamber, 1994). Because of the increase population in the British Caribbean medical and educational facilities were implemented either on the plantation or by missionaries throughout the region ( Dookhan, 1981). || 15- 20 mins |||| Instructional Activities
 * Description of Content**
 * ==ACTION== ||
 * Before-Class Preparation: Before class I will use a social book marking site, by doing this my students will not waste time searching the different sites. The school library will be reserved since it has wireless internet. Letters will also be sent home to parents informing them that students will need to bring their lap tops to class. ||
 * During Class ||
 * Time 1 ½ hours

Students will make a concept map. In groups of four students will make a map of social and cultural changes that occurred as a result of the introduction immigrant labor. || Materials and Resources

Computer with internet access ||
 * 20- 25 mins

35-40 mins |||| Students will make a table for each group of immigrant laborers, on the table they will highlight religious affiliation, social practices and food they ate, language they spoke, how they can identify these contributions in today’s society. They will then upload their tables to their personal wiki page.

Students will start working on their documentary; this will be done in groups of four. Students are expected to use pictures to enhance their oral reports. The information from the steps will be used here. Students will each make their part and then combine the presentation to make a whole documentary. After which they will upload it to their group Wiki. I have also contacted a friend who teaches the same age group to have her students participate in our class blog discussion. This will help them to get acquainted with exchanging ideas and learning internationally. || Web came/ or any recording device || Students will be grouped in no specific order. I will make sure that all the strong students don’t end up together and the same for the weak students. ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be assessed constantly by keeping close watch on their blog entries, concept maps and comparison table that they will later upload to their Wiki sites.

Accommodations and Extensions: I will make sure to cater for the students who are not good at doing online research by letting them do something else in the group like creating the concept map or the comparison table. Each student can work on one aspect of the documentary. I think by doing this all my students will be accommodated.

Back-Up Plan: I have a back up lesson where students will use their text books and then we will discuss the effect in class, just in case there is a power outage at this time. I have the same lesson planed without the use of technology. || Students will be evaluated based on what they put in the documentary; they will be marked for information, clear explanation (display understanding of content), appropriate use of pictures and creativity during presentation of their documentary. LESSON REFLECTIONS AND NOTES:
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

References Dookhan, I. ( 1981). A post emancipated history of the west indies. London; Collin press. Greenwood. R and Hamber.S. (1994). Emancipation to emigration: a certificate history two. London; Macmillan press. ||

Daily Lesson GAME Plan || To promote the acquisition of knowledge and understanding of human activity in the past, linking it, as appropriate, with the present. || 2. Communication and collaboration 3. Technology operations and concepts
 * Lesson 3
 * Lesson Title: Migration of other nationals to The Bahamas ( Lesson 3) |||| Related Lessons: Migration ( Lesson 1 & 2) ||
 * Grade Level: 12 |||| Unit: The use of immigrant laborers 1838 -1917 ||
 * ==GOALS== ||
 * Content Standards: Standards are adopted from the Bahamas General Certificate of Secondary Education: History syllabus revised 1997.
 * ISTE NETS-S: 1. Creativity and innovation

Instructional Objectives: At the end of this lesson students will be able to:

During the boom from agriculture, sponging, wrecking and blockade running industries in The Bahamas a number of people from other countries started flocking towards Nassau and other surrounding Bahamian islands. ( Albury,1988) The different groups that came to The Bahamas were Haitians, Greeks, Chinese and Jews (Albury, 1988). Each group that came made their own contribution to the country in a number of different ways. This is evident in the some of the buildings, the food, and the culture and demographic of the people. || 5 mins |||| Instructional Activities
 * 1) Identify reason for migration to The Bahamas.
 * 2) Discuss the contributions each group made to the Bahamas.
 * 3) Identify descendants of each group that is still present in today’s Bahamian society.
 * Description of Content**
 * ==ACTION== ||
 * Before-Class Preparation: Before class I will use a social book marking site, by doing this my students will not waste time searching the different sites. The school library will be reserved since it has wireless internet. Letters will also be sent home to parents informing them that students will need to bring their lap tops to class. Handouts will also be provided with additional information because of the limited online resources that might be available on the topic. Students will also take pictures of different race of people in the Bahamas, buildings and dishes the people prepare. ||
 * During Class ||
 * Time 1 ½ hours

The class will begin with a discussion on the different types of buildings in the Bahamas, the food and some of the practices of the people. After which students will make a list of the group of persons that migrated to The Bahamas. || Materials and Resources

Computer with internet access ||
 * 10 mins

15 min

20-30 mins

20 mins |||| Students will use Microsoft excel to make a table identifying each group’s contribution. This can be in the form of buildings foods, or other aspects of life that they contributed to.

Students will then upload the pictures to their computers and search for background music.

Students will use wave pad sound editor to record the audio and sound tract. The information for this section will be provided with the comparison table that students did in step two.

Next students will create a power point presentation a slide show and transport the audio to it as well. This time will also be used for editing and checking accuracy of information as well. || Digital camera || Students will be grouped in no specific order. I will make sure that all the strong students don’t end up together and the same for the weak students. Students will be working in groups of two. I decided to use small groups for this activity because I want each person to take responsibility for the work completed. ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be assessed constantly by keeping close watch on the information they put on the comparison table and the pictures they are uploading as well.

Accommodations and Extensions: I will cater to my students by having one group member gather pictures or video if they wish. While the other person will search for information. After which both group members will create the audio part of the story.

Back-Up Plan: At present I do not foresee any problems. Once all the students bring their computers. || Students will be evaluated based on the information they put in the story The rubric below will be used as a guide. || Pictures || 10% || LESSON REFLECTIONS AND NOTES:
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * Audio recording ( clarity and relevance of information ) || 10% ||
 * Connection to present society || 10% ||

Albury, P. (1988). The story of the Bahamas. London; Macmillan education. ||
 * ||  ||   ||  References