Education Technology

NCSS: Historical Population Growth of Major Cities

Activity Overview

Student knowledge and comprehension of the significance of the growth of cities and immigration in the U.S. in the 19th and 20th centuries are assessed with the thoroughness of their own research on particular cities and immigration patterns.

Before the Activity

See the attached Activity PDF file for detailed instructions for this activity.

Print the appropriate pages from the Activity for your class.

Install the LearningCheck(tm) App on the students' graphing calculators following the attached instructions.

Go over the directions on the Student Data Sheet with students to be sure they understand the assignment. Explain the rubric that will be used to grade their responses. Record the role chosen by each student, and ensure that all roles are evenly distributed throughout the class. Distribute the Activity 3 Interview edc resource file to the class.

During the Activity

  • Distribute the appropriate pages from the Activity to your class
  • Distribute the LearningCheck(tm) file(s) to your class using TI Connect(tm) and the appropriate TI Connectivity cable
  • Follow the procedures outlined in the Activity

  • Students will:
  • Trace the history of immigration policy in the United States, from 1882 to the present, citing specific legislation.
  • Chart the growth of major cities in the United States, from 1800 to 1930.
  • Identify major trends as populations increased or decreased.
  • Identify the major trends in immigration patterns, including origins and numbers of immigrants and reasons for coming to the United States.
  • Determine the most significant geographic area for growth.
  • List the main reasons given in support of further restrictions against immigration, summarizing each argument.
  • List the main reasons given against further restrictions against immigrants, summarizing each

  • After the Activity

    Have students submit their Activity 3 Interview edc file as they finish their interviews. Conduct a debriefing of the interviews, asking which interviews students learned most from, remembered most, and what they felt they could have done better.