Lesson Title: Immigration in Brazil

Day Number: 11
Author: Bradley Strathmeyer
Unit: 3
Grade level: 3rd
Background information:
This lesson teaches students about immigration in Brazil. Using a list
provided by the teacher, the students will create a timeline in groups
to learn about who came to Brazil, and when they got there. Once
they are finished, the students will color a numbered map to show the
diversity in Brazil.

Duration of the lesson- 45 minutes

Content/concepts
o Immigration
o Traveling
o Culture
Skills
o Analyzing dates chronologically
o Using a timeline
o Collaboration/teamwork
o Color coding/matching
Vocabulary
o Immigrant- Someone who leaves one country and moves to
another
o Diversity- A range of people coming from many places
o Ancestor- A relative who was born long ago

Learning Outcome:
Students will collaborate and work together by creating a
timeline in small groups
Students will sort dates in the correct chorological order on a
timeline
Students will match numbers to and color code a map of Brazil
Standards:
PA Standards
Geography CC.7.1.3.B: Identify and
locate places and regions as defined by physical and human
features.

Geography CC.7.2.3.B: Identify the basic physical processes

that affect the physical characteristics of places and regions.
NCSS
Time, Continuity, and Change NCSS.1.2.B: Have learners
apply key concepts from the study of history such as time,
chronology, causality, change, conflict, and complexity to
explain, analyze, and show connections among the patterns of
historical change and continuity.
Time, Continuity, and Change NCSS.1.2.C: Ask learners to
identify and describe significant historical periods and patterns of
change within and across cultures, such as the development of
ancient cultures and civilizations, the rise of nation-states, and
social, economic, and political revolutions.
People, Places, and Environment NCSS.1.3.D: Help learners
to locate, distinguish, and describe the relationships among
varying regional and global patterns of geographic phenomena
such as landforms, climate, and natural resources.
People, Places, and Environment NCSS.1.3.G: Challenge
learners to examine, interpret, and analyze the interactions of
human beings and their physical environments.
Anticipatory Set:
The teacher will start the lesson by reviewing immigration, which was
discussed previously within the unit. Just like immigration in the
United States, many countries experienced immigration. One country
that was heavily influenced by immigration is Brazil. Can anyone tell
me where Brazil is? The teacher will display a map of the world on
the white board, and show the students where Brazil is in relation to
the United States. The teacher will point to countries that immigrated
to the United States, like Germany, Ireland, England, and France.
Now lets look at the map again. Can any of you guess which counties
migrated to Brazil? With a partner, the students will think about
countries that had people migrate to Brazil. Once they come up with a
few countries, the class will come together and share their ideas.
Procedures:
The students will pull out their textbooks and flip to Chapter 6.
The teacher will read the section in the textbook called Coming
to Brazil (page 185) out loud, while the students follow along. In
this section, it will describe which countries had people migrate
to Brazil (Portugal, Germany, Japan, and Italy).

The teacher will start modeling the activity by drawing a simple

timeline on the whiteboard. The teacher will explain the
structure and purpose of a timeline
The teacher will put the students into small groups
The teacher will hand out the materials (large piece of paper,
immigration sheet with dates, and markers)
The students will draw a timeline on their large piece of paper
Then looking at the dates on the immigration sheet, the students
will place the order of migrated countries on the timeline in
chronological order using their markers. The teacher will point
out that it is necessary to use the correct colors on the date
sheet when writing on the timeline
The students will take turns writing the country and date onto
their groups timeline
When a group finishes, the teacher will hand out a blank
numbered map of Brazil, along with a color coded key that is also
numbered to each student
Using the same colors as the timeline, the students will use the
markers to color in the map of Brazil. The students will match
the numbered colors on the key to the numbers on the map.
This shows the area of largest ancestry by country (see attached
map below)
Once finished, the students will compare their colorful maps

Differentiation:
Upper level- the students will color the map individually, instead of in
their group.
Lower level- the teacher will put the order of dates on the immigration
sheet in correct chronological order.
Closure:
The teacher will project the completed colored map on the board, with
the colored timeline beneath it. The teacher will point out that there
are many different colors on the map, meaning there are people from
all over the world that have immigrated to Brazil. This shows that
Brazil, like the United States, is a Melting Pot.
Assessment:
Formative- The teacher will walk around the room during the small
group activity, making sure the students are collaborating while
putting the date into the correct order (learning objectives 1 and 2).

Summative- The teacher will collect the color-coded map at the end of
the activity and add it to the students portfolio (learning objective 3).
Materials/Equipment:
White board and dry erase marker
Projector
Large pieces of paper
Colorful markers
Dated immigration sheet
Blank map of Brazil with color coded key
Completed and correct Brazil map (colored) (answer key)
Completed and correct timeline (answer key)
Textbook (page 185)
Technology:
Projector
Reflection on Planning:
Enforce students to use correct colors
Keep track of where the upper level and lower level students are
working
Ask the student to predict when introducing the country of Brazil
Have the blank map ready for students who finish the timeline
quickly
Content Outline:
Coming to Brazil
i) Main idea: Immigrants from around the world have made
Brazil their home.
ii) Language: Portuguese
iii) Slaves worked on sugar can farms
iv) Immigrants from Germany, Japan, and Italy
v) Mostly farmers
c) New Lives, Old Ways
i) Main idea: Many immigrants in a new country keep some
of their own ways of doing things, but learn new ways too.
ii) Largest city: Sao Paulo
iii) Big Italian community and Japanese neighborhood

Country

Year

U.S. citizenItalian-

Number (no particular order)

1860

1830

Portuguese-

1
2

1500

Chinese-

1814

Spanish-

1840

Cuban-

1880

English-

1840

German-

1820

French-

1840

Japanese-

1908

10

Student blank copy

answer key
5

Teacher

10

10

2
1

6
5

4
7

1
4

Student final
copy