tlp_10_csynan

Colleen's Primary Source Page
Colleen's Teacher Side lesson page

5.24 Describe the basic political principles of American democracy and explain how the Constitution ad Bill of Rights reflect and preserve these principles a) individual rights and responsibilities, b) equality, c) the rule of law, d) limited government, e) representative democracy
 * GRADE 5 LESSON**
 * Standard**:

1) What was the procedure for gaining entrance to the United States through Ellis Island from 1891-1924? 2) Was entrance to the United States equal despite social class? 3) What would keep an immigrant from being allowed to enter the United States after traveling from a far destination? 4) What responsibility to public health did the immigrant have? 5) What responsibility did relatives have when a family member was detained for medical reasons?
 * Guiding Questions**:

//**We Welcome Everyone, Except.....**//
 * Title:**

**Introduction**
From 1892 and 1954, 12 million immigrants entered the United States through the immigration processing center known as Ellis Island. Let's begin our journey by building some background on the procedures for entering the United States through Ellis Island.

In an effort to stake a claim on United States citizenship, immigrants faced many obstacles to entering the country. There was a specific law (The Immigration Act of 1891) that identified five major reasons that an immigrant would be denied entry in this country including 1) persons engaged in criminals activity, 2) insane persons, 3) those likely to become a public charge (unable to financially suppport themselves so that the government would have to pay for the person's expenses), 4) people whose passage on ship was paid for by someone else, or 5) a person is suffering from a terrible or contagious disease.

In this lesson, we will focus on those people who were denied entry because of illness or disease. Each of you will be assigned to one of three families who had children that were denied entry to the United States and were sent to the hospital at Ellis Island. You will have access to the primary source documents that explain each family's unique situation

**Task**
Your group will examine the written letters of three families whose children were kept from entering the country because of illness. You will first identify important elements of these primary sources. Then you will read the correspondence related to this family. You will also be listening to oral histories of people who entered the United States as children. After gathering information from these resources, you will assume the role of the child in your assigned family that is being detained at the Ellis Island Hospital. Then you will create 2-3 journal entries that clearly identify the various problems the family faces, the possible feelings experienced by the sick child, and the possible fate of that child. Be sure to include: -a proper date -an introduction that explains the child's reason for detainment -a description of the family's situation based on your primary sources -a plausible outcome of what happened to the child after detainment

Teacher presented background knowledge using Ellis Island link: [|http://s55831.gridserver.com/media_library/photos.php#id=album-7&num=13] Arriving and departing
 * Previous** **Lessons:**

Students explored Ellis Island Website at []

Students Completed: [|Medical Inspection at Ellis Island]-Read [|Medical Symbols at Ellis Island]-Print [|Medical Inspection Activity]-Complete
 * //__Medical and Legal Testing at Ellis Island:__//**

Students also explored some of these frequently asked questions and photographs: []

[|http://s55831.gridserver.com/media_library/photos.php#id=album-4&num=2] Inspections

[|http://s55831.gridserver.com/media_library/photos.php#id=album-6&num=2] Hospital

As teacher reviews background on Ellis Island using following slideshow, please take notes using a two-column format with your peers. [Download Ellis Island Photographs 3.9MB - requires Adobe Acrobat Reader]
 * Lesson Process:**
 * Day 1**

Primary documents are original material created by people at the time an event is happening or being studied. They are important because they give you a first hand account of what happened. Today, you will read letters regarding children being kept from entering the United States because of illness. These letters are primary documents created in the early 1900's. To help you understand the letters, I have provided a vocabulary sheet to explain tricky words.
 * Day 2-**

1) Print and examine the primary documents and vocabulary worksheet linked to your family Corey Family Vocabulary -
 * Corey Family**

Appendix C (4MB)

Carmela Family Vocabulary - Appendix D [|Appendix D (6).pdf]
 * Carmela Family**


 * Abdellah Family**

Abdallah Family Vocabulary - Abdellah Primary Source Documents Appendix E [|Appendix E.pdf]

2) Next, print and complete the primary source document analysis worksheet

Written Document Analysis -


 * Day 3-**

1) Complete the attached worksheet that summarizes the problem and resolution of your family's situation including the specific illness, cost of treatment if available, and determined what may have happened to the child after leaving Ellis Island.

Download PDF (45KB) 1) To help you get a sense of how a child may have felt, please visit the following and "click" on an oral history from an actual immigrant who was detained at Ellis Island as a child []
 * Day 4**

2) Using the primary source documents as a basis for your writing, date and write 2-3 journal entries which summarize the events that took place during the the person's detainment at Ellis Island and include a prediction of what may have happened to your child after leaving Ellis Island Hospital.

**Conclusion**
This week we have learned a lot about what happened to immigrants who were ill and detained at Ellis Island Hospital. Have a group discussion with your peers and discuss the following questions:
 * Do you think it was fair to detain someone if they were sick?
 * Do you think it was fair that family members who were new to this country would have to pay for their family's hospital care? If not, who should pay for it?
 * Do you think it was fair that some people, including children, were deported back to their original country if the family couldn't pay for care at the hospital?

**Assessment**

 * // STUDENTS WILL BE ABLE TO… // Create 2-3 journal entries which expresses the immigrants possible feelings. || // INADEQUATE //

The student fails to express any of the immigrant's possible feelings during detainment.

10 points || // ADEQUATE //

The student expresses little of the immigrant's possible feelings during detainment.

20 points || // GOOD //

The student expresses some of the immigrant's possible feelings during detainment.

30 points || // STRONG //

The student expresses many of the immigrant's possible feelings while detained.

40 points || // WEIGHTING //

40 % ||
 * Student identifies the immigrant's illness || Student fails to identify the illness.

0 points || Student identifies the illness

8 points || Student identifies the illness

8 points || Student identifies the illness

8 points || 8 % || detainment at Ellis Island based on primary source document. || Student identifies 1 specific events that took place according to the primary documents correspondence during the immigrants detainment
 * Student summarizes the events that took place during the person's

10 points || Student identifies two events that took place according to the primary documents correspondence during the immigrants detainment

20 points || Student identifies three events that took place according to the primary documents correspondence during the immigrants detainment.

30 points || Student identifies four or more events that took place according to the primary documents correspondence during the immigrants detainment.

40 points || 40 % ||
 * Student draws a conclusion about what may have happened after the immigrant's detainment. || No possible conclusion of what happened to the immigrant is written

0 points || The student identifies a conclusion of what might have happened to the immigrant after leaving Ellis Island's hospital but it is not reasonable.

6 points || The student creates a reasonable conclusion of what might have happened to the immigrant after their stay at Ellis Island but it lacks some detail.

9 points || The student creates a reasonable conclusion of what might have happened to the immigrant after their stay at Ellis Island.

12 points || 12 % ||

[]
 * RESOURCES**

Sherry Garland, //The Lotus Seed// (Florida: Harcourt Brace & Co, 1993).
 * Books for Elementary Grades**

Sarah Glasscock, //Read Aloud Plays: Immigration// (New York: Scholastic, 1991).

Brett Harvey, //Immigrant Girl: Becky of Eldridge Street// (New York: Holiday House, 1987).

Myron Levoy, //The Witch of 4th Street and Other Stories// (New York: Harper and Row, 1972).

Allen Say, //Grandfather’s Journey// (New York: Houghton Mifflin, 1993).

Elvira Woodruff, //The Orphan of Ellis Island – Time Travel Adventures// (New York: Scholastic Paperbacks, 2000).


 * Websites **

From **PBS.org** Big Apple History – immigration in NYC []

National Archives - []