Note: Since math concepts and ability vary widely by grade, review the activity and worksheet attached to this lesson. If your students are not able to do the graphing activity, the provided teacher materials have charts that you can use to discuss the data principles at hand, using the prompts below.
Explain that data specific to Irish immigration in the 19th century will be used to help students understand why immigrant groups have historically come to New York City.
Students will return to group work and graph Irish immigration data, analyzing the historical significance of the Great Famine in relation to the data.
Groups create a list of “I notice…, I wonder…” observations about the data. Share. Lead students through group discussion:
When did the greatest number of Irish immigrants come to the United States?
Between which decades did the rate of Irish immigration increase or decrease the most?
How does this correspond with the history we just learned?
Math concepts can also be explored through questions like:
Does the graph of the total number of Irish immigrants correspond to the graph of Irish people as a percentage of total immigration? What does this tell us about total overall rate of immigration during the same period?
Why is it important to understand all the terms of a graph before coming to a conclusion about what it’s telling us?