Grade 5-8

Shenzhen Immigration Stories

Driving Question:

How can immigration tell the story of Shenzhen?

Our Methods

PBL Components

Here is a summary of the major Project Based Learning components that guided our class through the lesson.

Driving Question

How can immigration tell the story of Shenzhen?

Project Overview

Students will study immigrate to the US and Canada after studying the book After Peaches by Michelle Mulder.  Students will draw on the knowledge from the story and apply that to immigration in Shenzhen.  Students will study the reasons for vast migration to Shenzhen in China.  This will include learning about the history of Shenzhen and the Free Economic Zone.

Students will research the immigration story of their family coming to Shenzhen.  They will interview family members and record the facts surrounding how they settled in Shenzhen.  Students will use the interview facts to tell a narrative of the interview subject.

Through research and interviews, students will learn how immigration changes cities, culture, and identity.  Students will learn about the elements of portraiture and photo-journalism.  The will use these skills to photograph a portrait of the interview subject.

Our Standards

Academic Standards

The subjects in this project hit upon our school standards, summarized here. Teachers include additional standards during these projects, but here are some highlights.

In this project SAIS students created an ant museum, including ant model, ant farms, murals of ant colonies, and observation logs.

American Education Reaches Out Social Studies Standards
  • 8.d: Utilize primary and secondary sources in research
  • 5.e: Describe factors that influence locations of human populations and human migration.
  • 8.c: Explain voluntary and involuntary migration and its effect on the physical and human characteristics of a place.
  • 12.d: Evaluate the impact of migration on the structure of societies.
  • 8.c: Analyze was that people have maintained their traditions and resisted external challenges (e.g. wars, generational gaps, migration patterns, or globalization).
  • 8.e: Evaluate the impact of globalization on different cultures and populatons.
  • 8.b: Explain economic reasons for voluntary migration.
Common Core State Standards: English Language Arts
  • 8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as the inferences drawn from the text.
  • 8.2: Determine a theme or central idea of a text an analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
  • 8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • 8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • 8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • 8.6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • 8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
  • 8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusion of others while avoiding plagiarism and following a standard format for citation.
  • 8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.