Unit 4
Lesson 1
Listen to the song and figure out the title of the unit: 3 words 16 letters _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (THE AMERICAN DREAM)
Now complete the lyrics and divide the different arguments in the two different columns:
Positive aspects | Negative aspects |
|---|---|
Read the Unit Goals and find the problematic.
Lesson 2
Watch the video below.
Then, each group of 4 will receive a part of the text associated with the video. Read the text and create a poster explaining it for the other groups.
Then exchange the posters between the groups and take notes on the different informations.
To finish, ask the teachers for the cards summing up the article and put them together.
In the end, you will all produce a definition of what the American Dream is, where it comes from and its pros and cons.
Lesson 3
Look at the map and replace the different elements in the correct place.
Then, read the text and fill in the blanks with the missing words.
Lesson 4
With all the information gathered, fill in the document below to help you create your character.
Lesson 5
Compose 6 groups. Each group will have to:
- study the documents given (videos, texts, photographs)
- do the activities (MCQ, word association, dialogues, ...)
- associate adjectives to the situation you are experiencing (don't use boring words!)
- give a recap to the other group: what you expected, what you learnt, what you did and how you think would have felt in this particular situation. Every member of the group must speak while presenting.
Group 1: The trip
Have a look at the 9 pictures and describe them quickly to each other. Find out where they were taken and whom they represent.
Then watch the videos, read the text and answer the questions.
Group 2: Medical Examination
Watch the videos, answer the questions and choose two diseases professionals were looking for, explain what they are and why they were dangerous.
Group 3: Legal Inspection
Watch the videos, answer the questions and imagine 5 questions each that you could have been asked. Then play out an improvised dialogue!
Group 4: Where to settle?
Watch the video, read the texts, answer the questions and discuss the pros and cons of settling in cities and settling in the countryside.
Group 5: Jobs
Put the different cards in the right columns of the tables.
Unskilled workers | Skilled workers | Service and Domestic works | Other Notable Occupations |
|---|---|---|---|
Occupations | Typical Wage | Notes |
|---|---|---|
| Unskilled factory workers | Often lower for recent immigrants | |
| Farm labourers | Higher in frontier regions | |
| Miners | Higher than many unskilled job | |
| Carpenters (skilled) | Example from early 20th century | |
| Garment worker (piece rate) | Sweatshop conditions; very low | |
| Domestic servant | Women, often recent immigrants | |
| Laundry workers | Women, often recent immigrants | |
| Child labour (factory, mine) | Very low, dangerous work |
Group 6: Everyday life discrimination
Have a look at the different situations on the cards and choose what you would do between the three possibilities. Imagine what would happen for each in every situations.
Take notes on the other groups' presentations and add the information you need to your character in the table (cf. Lesson 4).
Lesson 6 - Final Task
Present your topic to the class and then with all the informations gathered throughout the unit, start writing your letter.
It needs to:
- look like a letter
- explain why you choose to leave your country and what you were looking for in the USA
- talk about your trip, how you entered the country
- explain what you experienced as an immigrant in the USA focusing on your feelings and how they changed/evolved
GOOD LUCK!