tlp_11_csynan_teacherside

=Teacher Side Template-- Colleen Synan=


 * My Lesson Title: Tenement Living**
 * Unit Title**
 * Grade Level(s): 3-4th Grade**
 * Age Level(s): 9-10 years old**
 * Subject Areas: History and Social Studies**


 * Essential Question:** How did immigrants define becoming American?


 * Unit Goal**
 * o1 Your Unit’s goal-** Students will identify ways in which immigrants sought to assimilate in America.


 * Lesson Objectives**

-Students will examine and identify the characteristics of a primary source documents.
 * o2 Lesson Objective 1**


 * o3 Lesson Objective 2**

-Students will interpret the information in the primary source corresponding to their assigned family.

-Students will create an oral history that interprets what life was like for an immigrant living in tenement housing in the 1880's-1920's.
 * o4 Lesson Objective 3**


 * Curriculum Standards:**
 * o1 Standard 1-** ** 3.9 Identify historical buildings, monuments or sites in the area and explain their purpose and significance **

3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
 * o2 Standard 2**

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: Writing
 * o3 Standard 3**
 * 1) A. several indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits).
 * 2) B. African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers.
 * 3) C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians).
 * o4 Standard 4**

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
 * 3. ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

[|PhotoAnalysisWS_act1_synan11.pdf]
 * Materials/Resources:**
 * o1 Primary source 1**

[|http://collections.mcny.org/mcny/C.aspx?VP3=LoginRegistration_VPage&L=True&R=False#/ViewBox_VPage&LBID=24UPFQJ4806&CT=Lightbox]
 * o2 Primary source 2**

Ravage, Marcus E. __ An American in the Making:The Life Story of an Immigrant. __ New York: Harper and Brothers Publishers, 1917. pgs 11-21,51, 55, 62, 66-77, 93-98, 100, 177
 * o3 Primary source 3**

[]
 * o4 Primary source 4**


 * o5 Primary source 5**

http://becomingamerica.wikispaces.com/file/view/vitto_romano_76charterst_loc_1912.jpg/295368356/384x259/vitto_romano_76charterst_loc_1912.jpg

[|http://collections.mcny.org/mcny/C.aspx?VP3=LoginRegistration_VPage&L=True&R=False#/ViewBox_VPage&LBID=24UPFQJ4806&CT=Lightbox]
 * o5 Primary source 5**

[]
 * o1 Other**
 * WEBSITES **

[]

[]

[]


 * o2 Other**

Afflerbach, Peter. "Shutting out the Sky." //Reading Street//. Glenview, IL: Pearson ; Scott Foresman, 2008. Print.
 * BOOKS **

 Immigrant Children in New York City // (Below-Level) //

 Nation of Many Colors, A // (On-Level) //

 Land of Opportunity, The // (Adv) //

 Bial, Raymond. __ Tenement: Immigrant life on the Lower East Side __. Boston: Houghton Mifflin, 2002.

Granfield, Linda, and Arlene Alda. __97 Orchard Street, New York: Stories of immigrant life__. Toronto, Ontario: Tundra Books, 2001.

Gans, Herbert Julius. //The Urban Villagers: Group and Class in the Life of Italian-Americans.// New York U.a.: Free Pr. U.a., 1982. Print.

 Hopkinson, Deborah. __ Shutting out the sky: Life in the tenements of New York, 1880-1924 __. New York: Orchard Books, 2003.

 Price, Sean. __ Tenement stories: Immigrant life, 1835-1935 __. Chicago, IL: Raintree, 2006.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Riis, Jacob A. __How the other half lives; studies among the tenements of New York.__ New York: Dover, 1971.


 * Timeframe: __(__Hours) 4 days @ 60 minutes for a total of 4 hours**

__o**4 Skill 4-**__ **Students will be able to record a podcast of their oral history.**
 * __Student Foundational Skills:__**
 * __o1 Skill 1-__Students will be able to navigate through the various websites used as primary and secondary sources.**
 * __o2 Skill 2-__ Students will be able to gather information about tenement life in order to write an effective interpretation as an oral history based on primary/secondary sources.**
 * __o3 Skill 3-__ Students will be able to explain how objects or artifacts of everyday life in the past tell us how ordinary people lived**


 * __Activities:__**
 * Day One **
 * Activity 1 **

Today tape marks a space that is the size of a typical tenement apartment in the Lower East Side during the early 1900's (325 square feet). Groups of 10 students will stand in the space. Ask students to think of activities conducted in a home. Have students make a list, brainstorming ideas for using the space for all these activities on your list.

As a class, have students examine the following photograph that depicts immigrant life in tenements. Then, each student will complete a photo analysis of the picture using I See/It Means so that students can learn how to analyze photographs when working in their small group. During this time, a detailed description of primary sources should be given.
 * Activity 2 **
 * [[image:becomingamerica/ps11_synan_chicgalbumen_thumb.jpg caption="Click to view photo." link="@http://collections.mcny.org/mcny/C.aspx?VP3=LoginRegistration_VPage&L=True&R=False#/ViewBox_VPage&LBID=24UPFQJK5NZ&CT=Lightbox"]] ||
 * Click to view photo. ||

[|PhotoAnalysisWS_act1_synan11.pdf]

<span style="background-color: #ffffff; font-family: 'times new roman',times; font-size: 16px;">**Activity 1**
 * Day Two **

=
Students will be assigned to one of three immigrants and their tenement. Each group will examine three photographs that depict the tenement life of their immigrant and complete a Photo Analysis Worksheet based on their observations<span style="font-family: 'times new roman',times; font-size: 16px;">. =====

[|PhotoAnalysisWS_blank_synan11.pdf]

Students will use the information linked to their assigned immigrant to find facts that will help each student write their fictitious oral history. Students should record the information on the Tenement Information Notes Worksheet. [|tenement_living_notes_synan11.pdf]
 * Activity 2 **

[]
 * Tenement #1 ** Victoria Cofino, 97 Orchard Street New York City

__[]__


 * Tenement #2 ** Marcus Eli Ravage, Segal Tenement, Rivington Street, New York City

[|http://collections.mcny.org/mcny/C.aspx?VP3=LoginRegistration_VPage&L=True&R=False#/ViewBox_VPage&LBID=24UPFQJ4806&CT=Lightbox]

Ravage, Marcus E. __ An American in the Making:The Life Story of an Immigrant. __ New York: Harper and Brothers Publishers, 1917. <span style="background-color: #ffffff; color: #182647; display: block; font-family: arial,sans-serif; font-size: 16px; text-align: left; vertical-align: bottom;">pgs 11-21,51, 55, 62, 66-77, 93-98, 100, 177 <span style="background-color: #ffffff; color: #182647; display: block; font-family: arial,sans-serif; font-size: 16px; text-align: left; vertical-align: bottom;"> media type="custom" key="12224074" Page 61 excerpt "From the pier I was hustled with hundreds of others" and (at Ellis Island) "put through a lot of meaningless maneuvers by uniformed, rough officers". media type="custom" key="12329364"Page 72 excerpt (Pg 72-74 pg)" I remember how overwhelmed I was with this impressive luxury" and "suddenly crumbled away"..."suddenly becoming a camp." "revealing its true character" media type="custom" key="12329462"Page 100 excerpt (Pg 95-100) "And that evening I had the satisfaction of going to a Rumanian restaurant on Allen Street and ordering the first meal I had ever paid for in America."



Page 72 excerpt (Pg 72-74 pg) Page 100 excerpt (Pg 95-100)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">The following text from the Scott Foresman's Reading Street series should be used as a secondary source so that students can get a better understanding of Marcus Ravage's immigrant life using text that is at the student's reading level. This source also gives a broader understanding of Ravage's experience when he fierst came to this country.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Afflerbach, Peter. "Shutting out the Sky." //Reading Street//. Glenview, IL: Pearson ; Scott Foresman, 2008. Print.

<span style="font-family: Arial,Helvetica,sans-serif;">Immigrant Children in New York City // (Below-Level) //

<span style="font-family: Arial,Helvetica,sans-serif;">Nation of Many Colors, A // (On-Level) //

<span style="font-family: Arial,Helvetica,sans-serif;">Land of Opportunity, The // (Adv) //


 * Tenement #3 ** Boston Tenement Living

Immigrants living in Boston lived much like the immigrants in the Lower East Side of New York City. Based on Information obtained from Department of Housing. Boston: Women's Municipal League of Boston, 1916, students will collect information on how Vitto Romano, pictured below, may have lived. Students will examine the photos on pages 21, 30, 36 __ and __ 37 and 39 and read the accompanying passages from Department of Housing League. Then students will find one other photo to examine and one other passage to read. Students will use this information to answer questions in their fictitious oral history about Vitto Romano..

[] Hine, Lewis Wickes. Courtesy Library of Congress || Vitto Romano, 76 Charter Street, Boston MA. 1912 Boston MA. Hine, Lewis Wickes. Courtesy Library of Congress || Looking toward Leverett Street, West End, Boston. Courtesy Boston Public Library ||
 * [[image:becomingamerica/hanoverst_garments_bos_loc_1912.jpg caption="hanoverst_garments_bos_loc_1912.jpg"]] || [[image:becomingamerica/vitto_romano_76charterst_loc_1912.jpg caption="vitto_romano_76charterst_loc_1912.jpg"]] || [[image:becomingamerica/westend_leverett_westend_0802002438.jpg caption="westend_leverett_westend_0802002438.jpg"]] ||
 * Finishing garments, 10 Hanover Avenue, Boston, MA. 1912 August.

<span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; text-align: left;">Oral History is defined by the Oral History Association as, “a method of gathering and preserving historical information through recorded interviews with participants about past events and ways of life.” [] Oral histories are considered primary sources because they are created from people who actually saw or participated in an event and record that event or their reactions to it. Therefore, oral history are non-fiction because they are based on real events. However, in this exercise students are going to create a "fictitious" oral history. After researching their assigned immigrant, each student will be interviewed and report on the life on their immigrant as if they //were// the person creating his/her oral history. <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; text-align: left;"> //**<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher's Note: **//**It is imperative that students understand that a true oral history is created by a person who saw or participated in an event. Students should be made to understand that their finall product is fictitious and, therefore, not authentic nor is it a primary source.**
 * Day 3) **

Use notes from Tenement Information Worksheet and Photo Analysis Worksheet to draft your oral history. Assigned partners will combine their information to write a script for the assigned immigrant's oral history and, using the rubric on Day 3, score each other's script. Then, each student will make adjustments to the script based on their partner's suggestions. Once approved by their partner for accuracy, each student interview each other until you are both comfortable with your facts so that you will be comfortable answering any questions asked.

[|Fictitious Oral History Rubric.docx]

[|Oral_History_Questions_WS.pdf]


 * Day 4) ** Each student will be interviewed for about 3-5 minutes while the "fictitious" oral history is recorded. Each student should know their immigrant's story so well that whatever question the interviewer asks, the student will be able to answer with ease and accuracy.


 * Conclusion: After learning about tenement life, students will meet in small groups and compare and contrast life for immigrants in tenements buildings with their own life. Discuss the advantages and disadvantages of tenement living. **


 * Assessments: Students will create an oral history of an immigrant living in the tenements. **

Assessment Rubric

is to be included is written out before recording begins || Most of the information that is to be included is written out before recording begins || Some of the information that is to be included is written out before recording begins || Inadequate preparation of notes. || 40% || based on primary sources, secondary sources and information learned in group || All of the Information is accurate and specific about tenement living. || Most of information is accurate and specific about tenement living. || Some of information is accurate and specific about tenement living. || Little of information is accurate and specific about tenement living. || 40% || with great ease and strong understanding of material. || Student answers questions mostly with ease and good understanding of material || Student answers questions with some ease and some understanding of material || Student answers questions with little ease and little understanding of material || 20% ||
 * You will be able to.... || Strong || Good || Adequate || Inadequate || Weighting ||
 * ...prepare notes for oral history || All of the information that
 * ..answer questions accurately
 * ...present information with ease || Student answers questions

Afflerbach, Peter. "Shutting out the Sky." //Reading Street//. Glenview, IL: Pearson ; Scott Foresman, 2008. Print. Using notes from Tenement Information Worksheet and Photo Analysis Worksheet, students will draft their oral history. Each group will combine their information to write a script for their immigrant's oral history.
 * Resources: **

[|Oral_History_Questions_WS.pdf]
 * Day 4) ** Students will record their oral history.


 * Conclusion: After learning about tenement life, meet in small groups and compare and contrast life for immigrants in tenements buildings with your own life. Discuss the advantages and disadvantages of tenement living. **

Pre-Activities- Students will explore the provided websites during computer class in an effort to build background knowledge.
 * __Organizational Notes:__**

Activity #2 - Provide photograph and Photograph Analysis Worksheet to each student to analyze the photo.
 * Day 1** Activity #1 - Provide area that has been taped to represent the dimensions of a tenement apartment (Approximately 325 square feet) . Provide chart paper to brainstorm ideas of daily living.

Provide each group of students their photograph and Photograph Analysis Worksheet. Using I See/It Means have students analyze photographs while working in their small group. Activity #2 Provide Tenement Information Notes Worksheet to each students so that all members can compare notes and add information to the oral history draft.
 * Day 2** Activity #1 Assign students to one of three groups.

Provide assistance as each group edits and revises the oral history draft.
 * Day 3**


 * Day 4**

Provide equipment to record oral history.


 * __Assessments: Limited to this lesson.__**

is to be included is written out before recording begins || Most of the information that is to be included is written out before recording begins || Some of the information that is to be included is written out before recording begins || Inadequate preparation of notes. || 40% || based on primary sources, secondary sources and information learned in group || All of the Information is accurate and specific about tenement living. || Most of information is accurate and specific about tenement living. || Some of information is accurate and specific about tenement living. || Little of information is accurate and specific about tenement living. || 40% || with great ease and strong understanding of material. || Student answers questions mostly with ease and good understanding of material || Student answers questions with some ease and some understanding of material || Student answers questions with little ease and little understanding of material || 20% ||
 * Student will be able to.... || Strong || Good || Adequate || Inadequate || Weighting ||
 * ...prepare notes for oral history || All of the information that
 * ..answer questions accurately
 * ...present information with ease || Student answers questions

<span style="color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 17px;">**INSERT 5-10 assessment items from Assessment item page.**
 * <span style="color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 17px;">List by question number. **

6. You are writing a report about immigration in the 1800’s. You cannot find enough information in any of your social studies books. What other sources could you use to get information? ** Name three different primary sources. **
 * __o1 Assessment 1__**

a.

b.

c.

= NAEP 4th grade questions. =
 * __o2 Assessment 2__**

32. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live.

Choose ONE of the items on the list below and circle it. Tell what information you could get from that item that would help you.

a. a map of the place from 100 years ago b. a diary or journal from 100 years ago c. a local newspaper from 100 years ago d. an encyclopedia printed this year e. a cemetery

Question 34:
 * __o3 Assessment 3__**

"Land! Land!" came the joyous shout.

"America! We're in America!" cried my mother, almost crushing us in her happiness.

Everyone crowded and pushed on deck. They strained and stretched to get the first glimpse of the "golden country," lifting their children on their shoulders that they might see beyond them.

Men fell on their knees to pray. Women hugged their babies and wept. Children danced. Strangers hugged and kissed like old friends. Old men and women had in their eyes a look of young people in love.

Age-old visions sang themselves in me—songs of freedom of an oppressed people.

America! America!

34a. Who probably said this?

a. a Spanish explorer b. an African slave c. a European immigrant d. a Mexican farm worker

34b. Give TWO reasons why the people described in the passage might have wanted to come to America.
 * __o4 Assessment 4__**


 * __o5 Assessment 5__**

Question 37



37. What best describes this monument?

a. For many Americans, it has been a symbol of the power of the President. b. For many people moving west in covered wagons, it has been a symbol of bravery. c. For many soldiers, it has been a symbol of the United States Army. d. For many immigrants, it has been a symbol of the freedom they hoped to find in the United States.


 * __Teacher Notes:__**
 * __Helpful lesson tips-__**


 * __o Note 1__ -** Struggling readers should be assigned to the Cofino family, at the Tenement Museum website so that much of the information will be read to them and they will be provided with constant visuals to support their learning.


 * __o Note 2__ -** Advanced readers should be assigned to Marcus Savage's Book or Vitto Romano group which has more challenging vocabulary and text.

= =