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European immigration
Native American Movement
Westward Expansion
Forced Movement of enslaved Africans

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Sample Interviews: People Colonizing Mars

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Sample Interviews: People Colonizing Mars

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CNN Interview with One Way to Mars Finalists

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For more science and technology videos and documentaries, please subscribe to my channel 'Science&Technology 4U'

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Sample from First Grade: For years, people have wondered about the sun, moon, and stars. Through folktales, people have attempted to answer questions about how the sun, moon, andstars got to where they are in the sky, how they move, and how they affect our lives everyday. In Sequence One of this unit, students will explore folktales about the sun, moon, stars, and Earth from many cultures. In Sequence Two, students will read and view factual explanations about the relationships between sun, moon, stars, and Earth. In addition, students will observe and predict the patterns of motion of the Earth and moon in relation to the sun with an emphasis on day and night, moon phases, and the seasons. They will record their observations in a science log. In Sequence Three, students will explore how knowledge of these predictable patterns influences peoples’ decisions and can be used to problem solve.

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Sample from First Grade: For years, people have wondered about the sun, moon, and stars. Through folktales, people have attempted to answer questions about how the sun, moon, andstars got to where they are in the sky, how they move, and how they affect our lives everyday. In Sequence One of this unit, students will explore folktales about the sun, moon, stars, and Earth from many cultures. In Sequence Two, students will read and view factual explanations about the relationships between sun, moon, stars, and Earth. In addition, students will observe and predict the patterns of motion of the Earth and moon in relation to the sun with an emphasis on day and night, moon phases, and the seasons. They will record their observations in a science log. In Sequence Three, students will explore how knowledge of these predictable patterns influences peoples’ decisions and can be used to problem solve.

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Future Migration Patterns: Colonizing Mars

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Future Migration Patterns: Colonizing Mars

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'Mars One' - Human settlement of Mars in 2023

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'Mars One' - Human settlement of Mars in 2023 (educational video) Mars One will establish the first human settlement on Mars in 2023. A habitable settlement will be waiting for the settlers when they land. The settlement will support them while they live and work on Mars the rest of their lives.

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In every major religion there is the ethical standard to take in the stranger

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Examine personal migration stories of peer group

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Examine personal migration stories of peer group

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The students of Newcomers High School in Long Island City, which specializes in teaching recent immigrants, and those of St. Luke's, a private middle school in Manhattan, have come together to dialogue about difference and combat bias. The Building Bridges project was created through a collaboration between Newcomers teacher Julie Mann, and St.

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Dodge Ball intro: 1) regular game 2) balls with reasons for movement (hunger/food, industry/jobs, opportunity, shelter, weather) 

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Dodge Ball intro: 1) regular game 2) balls with reasons for movement (hunger/food, industry/jobs, opportunity, shelter, weather) 

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What happens when teams strategize together? What happens when teams don't combine forces?
How does the game change when there is only one person who's "it" (as in Wall Ball or 1-sided Dodge Ball)?
These games can be analogies for beginning to understand why people move & the effects of "forced" movement & the effects of strategized movement.

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Sequence One:
Students examine their own personal/family experience with immigration/migration, include background information/context.
OR Close Read an article about why people move, followed by a Socratic Seminar where they can incorporate their personal experiences
*RVMS Footsteps Project
Sequence Two:
Students work in groups to examine one group that immigrated, one group that migrated, and one group that was forcibly moved.
Then they share out/present to class so all students are exposed to all groups.
Question: Should they examine groups and decide on their own where they fit (immigration, migration, forced removal)?
Sequence Three:
Examine modern examples of movement of people, both on a global and local level. Students then write their own immigration policy.

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I love the idea of starting with something personal.  Why has your family moved?  What was that experience like?  What was your first week at a new school like?  Footsteps project...when did your family first move to the US?

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I love the idea of starting with something personal.  Why has your family moved?  What was that experience like?  What was your first week at a new school like?  Footsteps project...when did your family first move to the US?

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Kids can make thoughtful posters like this

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Kids can make thoughtful posters like this

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Students interview a family member or community member about their migration experience. Learn the "why" (push, pull

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Students interview a family member or community member about their migration experience. Learn the "why" (push, pull

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and impact of the experience

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Students will gain an understanding/overview of different reasons why people have moved throughout early U.S. history.  They will then look deeper at one particular group and the causes for movement and the ramifications of their movement.  Lastly, students will research a modern day group that has moved and create a solution for the ramifications of their movement.

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Students will gain an understanding/overview of different reasons why people have moved throughout early U.S. history.  They will then look deeper at one particular group and the causes for movement and the ramifications of their movement.  Lastly, students will research a modern day group that has moved and create a solution for the ramifications of their movement.

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Why people move (forced, choice...)

How the move occurred (horror-boat, walk throu warzone, or one flight)

How they were recieved

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Students will examine several movements of people including migration, immigration and forced movement. Including looking at the personal experiences with movement.
Sequence 2:
Students will go further in examining 3 specific movements of people one migration, one immigration and one forced movement. They will compare the resulting ramifications.
Sequence 3:  Students will look at a group of people who are currently moving.  Why?  What is a solution to this movement on either why they are moving or what conflicts result of this movement? Possible showcase: Writing an immigration policy for the US or another country?

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SI: Exposure - Start with singular examples of ways of moving to gain basic understanding of the topic and problem.
SII:  DoK - Small groups covering the various movements in the Unit.

SIII: Solution - Student creates a 'product' of their own making, utilizing the layers from SI & SII .

When does one see themselves as American/native, and no longer an or of immigrants?  How does that change the perception of immigrants?
How does assimilation play into acceptance/resistance?

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Sequence One focuses on acquiring knowledge to deeply understand a
problem, topic, and/or source (anchor text).

o Sequence Two concentrates on students gaining a deeper understanding
of the problem or topic being examined, often through additional research
and/or independent application.

o Sequence Three involves determining and examining a solution or multiple solutions.