5-A-1+Group+B

=
**Social Studies**: Students could use critical thinking skills by brainstorming and listing the freedoms of Americans.Students could research the rights of American citizens.American rights can be compared and contrasted with other countries using a Venn Diagram.A collage can be crated displaying our cherished freedoms.This would require students to plan, create, and execute an assignment.Students could predict what would be reason enough for them to take a stand or even go to war. **Civics/ Social Studies**: Students in a high school classroom would listen to the recording.After understanding the meaning the class would split into two groups.There would be a class debate with one group supporting unlimited entrance to immigrants into the country and the other group would support strict guidelines and stronger enforcement of illegal immigrants entering the country.After the debate, the groups would have three minutes to close their arguments and the teacher would rate which side presented their facts the best.This would help promote critical thinking by encouraging scenarios and analyzing situations before starting their points. **English**:Students could research the literature of the time and relate it to the lyrics – What were some popular titles during the time period and compare the writing of the time period and how the feelings toward immigrants may have been reflected.What were popular titles?This would give students background information to write a persuasive essay that persuades readers to decide whether immigrants were or were not grateful to be in American and how the writing reflected the feelings and sentiments of the time. =====

=
**Social Studies (Elementary and High School Level)**:Students can trace the history of their family as it relates to immigration. Where did they come from and why did they leave for America?Perhaps some students had ancestors who even immigrated to the U.S. during the time period that the song was written.How do you think they would react to a song and lyrics such as this? (PS) =====


 * History (High School Level)**: Students will research the world events that were taking place at the time of this recording (World War I). Students will identify and analyze the immigrations trends in the U.S. during World War I. What countries were people coming from? Did immigration rates increase? What evidence is there of societal reactions to new immigrants? Students will use this song as a template to create their own song with either a similar or dissenting message. Students can use the same melody but must completely alter the lyrics. Students will musical ability can write their own melody if they so choose.


 * Law (High School Level)**: Students will first listen to the song along with provided lyric sheets. The teacher will suggest that the writer was speaking for all native-born citizens through the device of having "Uncle Sam" speak to the immigrants in the chorus. Was this recording actually representative of the general public's attitude toward immigrants? Students will trace examples of legislation that were introduced and/or passed by Congress in this general time period to ascertain what was the government's stance on immigration at the time.


 * Civics (Middle School Level)**: Every year in my civics class we do a debate about whether America is really a "melting pot" (cultures mix together) or is it a "salad bowl" (cultures stay separate, maintaining their own characteristics). As part of this debate, we could incorporate popculture from various time periods. Students could compare and contrast pieces of evidence from TV, movies, or music to determine which is most true now. Do other cultures affect how we spend our leisure time?

(TS)