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Theme II – Resources – Lesson 3

TIME REQUIRED

Three or four class periods

MATERIALS

History textbooks, reference books

Handout 1: Did You Know? Immigration Status

Handout 2: "Who's Here?" Cards: 3x5 cards, each with a brief description of a hypothetical (or actual) person who has moved to Indiana at a specific time in our history. (See page ?? for starter cards profiling actual people who have moved to Indiana.)

Assessment Handout: Coming to Indiana

PROCEDURES

1.Ask students if they know the meaning of the word "Hoosier" and where this name for residents of Indiana comes from. (No one knows for certain how this term came to be. Share some of the stories about its origin with students or have them research it for themselves. One story suggests that the word goes back to early settlers who called out, "Who's ere?" when someone knocked on their cabin doors.)

2.Ask students to consider where Hoosiers themselves have come from. At different points in Indiana's history, people have moved to Indiana from other states and countries, for a variety of reasons.

3.List the words from Key ideas (above), using an overhead projector or chalkboard. Have students volunteer definitions and discuss until students have clear definitions in mind.

4.Divide the class into teams. Pass out the "Who's Here?" Cards to each team. Each card should briefly describe an individual who has come to Indiana at different times in history.

5.Students could develop additional cards for real and hypothetical people by using textbooks, news­papers, and magazines to research the stories of immigrants. Have students construct a time line for Indiana History using their cards. Examples might include: an Irish farmer from Virginia in the 1830s, a German carpenter in the 1840s, a recently freed slave in the 1860s, an Italian baker in the 1890s, a seamstress from Poland in the 1900s, a refugee from Eastern Europe after World War II, the Korean bride of an American soldier in the 1950s, an engineering student from Iran in the 1980s, a Haitian migrant worker from Florida in the 1990s, and a computer programmer from India and an exchange student from Argentina in the present.

6.Have students use textbooks and reference books to research the country of origin and the time in which their character lived or lives. Through their research, students should attempt to answer these questions:

• What was happening in the character's country of origin at this time (push factor)?

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