tpl_11_mpuleo_teacherside

=Teacher Side Template-- Mary Puleo=


 * My Lesson Title:** //Riding the Orphan Trains//


 * Unit Title**
 * Grade Level(s):** GRADE 5
 * Age Level(s):** 10- 12
 * Subject Areas: History and Social Studies**


 * Essential Question:**

How did the orphan train movement immigrant children assimilate to American life?

Students will learn about the Orphan Train Movement with an emphasis on two agencies in Boston that placed children on orphan trains. Using primary sources such as railroad maps, letters, autobiographical sketches, newspaper articles/ads, and annual reports, students will learn why children were sent on orphan trains and what their lives were like after being placed with families.
 * Summary:**

Using letters and newspaper articles the student will have a definition of an orphan from the time period of 1854-1929 and explain how it differs from that of today**.** Students will explain how the orphan train process worked. Students will identify the Orphan train routes and destinations. Students will describe and give examples of the orphan's life after being "placed out"
 * Objective:**


 * Unit Goal**
 * o1 Your Unit’s goal TBD**

Student will define what the term orphan meant in the time period of 1854-1929 with what it means today. Student will make inferences about what purpose an orphan train served. Students will describe the process of the orphan train movement and who rode them. Student will identify at least 3 reasons for the orphan train movement. Who established the movement/What agencies were responsible? Who were selected to ride the orphan trains?
 * Objectives:**
 * o2 Lesson Objective 1**

Student will identify orphan train routes.
 * o3 Lesson Objective 2**

Student will summarize an orphan train rider's experiences after reading a short autobiography,
 * o4 Lesson Objective 3**

Student will describe and give examples of an orphan train riders experience in a creative writing assignment.
 * o5 Lesson Objective 4**

Standard: 5.27 Explain how Americans were expected to participate in, monitor, and bring about change in their government over time, and give examples of how they do so today.
 * Curriculum Standards:**
 * o1 Standard 1**
 * o2 Standard 2**


 * o3 Standard 3**

[] "The Independent" of Oskaloosa, Kansas January 20, 1911
 * Materials/Resources:**
 * o1 Primary source 1**

Little Wanders Advocate Volume 3 #2 February 1867 p38
 * o1 Primary source 2**

New England home for Little Wanders Advocate (Image)
 * o2 Primary source 3**
 * Letter from Agent**

Little Wanders Advocate Volume 3 #2 February 1867 p38
 * o3**
 * Letter from orphan to his mother (image)**

Secondary sources for background information: [] []
 * o4**

Colton's New Railroad and County Map of U.S. and Canada []

o5 (Biographies and Autobiographies National Orphan Train Complex) Group 1 Passage (Take excerpts) [] Group 2: []

Group 3: [] Group 4 & 5 [] o5 Other


 * Timeframe: __(Hours)__** 4 45 minutes sessions

-Ability to analyze and interpret information from primary source documents
 * __Student Foundational Skills:__**
 * __o1 Skill 1__**

__o**4 Skill 4**__ -Ability to work cooperatively in large and small groups. __o**4 Skill 5**__ -to utilize technology to access information
 * __o2 Skill 2__**
 * __-__**Ability to speculate about hypothetical events-being an orphan riding on the orphan train.
 * __o3 Skill 3__**
 * __-__**Abilty to create a scrapbook that reflects the orphan train experience.

Day 1 Student will define what the term orphan meant in the time period of 1854-1929 with what it means today. Student will make inferences about what purpose an orphan train served. Students will describe the process of the orphan train movement and who rode them.
 * __Activities:__**

In whole group ask students to go to website [] (or hand out printouts) Tell students that after reading this pair up with a partner and list at least 2 reasons why there were orphan trains. When everyone is finished direct students to come to their seats and share responses.- 5 minutes
 * __(1)__**

Seat students in five groups of four. Review the differences between a primary vs. secondary source. Have 4 pieces of chart paper hanging around room with one of each of the following questions: 5 minutes //What was an orphan?// //Who rode them?// //When did it happen?// //What happened after boarding the train and when you arrived?// //Why do you think there were orphan trains?//

Pass out primary source Ask is it a primary or secondary source ? Why? 1. Read together as group. Ask -Can this source help answer any of the questions displayed on the chart paper. Direct students to discuss and answer at least one question by writing one response on the chart paper. -10 minutes

Pass out sources 2 and 3- Ask are these primary or secondary sources? Why? Read each source together has a whole group. Can this source help answer any of the questions displayed on the chart paper.Direct students to discuss and answer at least one question by writing one response on the chart paper. -10 minutes

Pass out primary source 5- Ask are these primary or secondary sources? Why? Read each source together has a whole group. Can this source help answer any of the questions displayed on the chart paper.Direct students to discuss and answer at least one question by writing one response on the chart paper. -10 minutes

Call the students back to report. Read responses from the chart paper. Ask the students based on the information we have so far let's see if we can answer the following questions:

Did you think the orphan trains helped immigrant children? Why or why not? Why do you think immigrant children would want to move to another part of the United States? Do you think it would be easier or more difficult for an immigrant child to find a placement? Why or Why not? How could the orphan trains help immigrant children feel that they were a part of life in America? 10 minutes Chart paper Markers Additional sources to provide background information:
 * __Organizational Notes:__**

//Raum, E**lizabeth.** Orphan Trains// //An Interactive History//**.** Mankato, Capstone Press, 2011.

Walker, Andrea. //Orphan train rider: One Boy’s story// New York, Scholastic, 1996.

Orphan train History National Orphan Train Complex []

Kansas Collection: A History of the Orphan Trains [] Orphan Train Routes Where did the orphan trains go? Have primary source 4 image displayed on overhead projector. Have computers available for students to access or printouts.
 * __(2)__**

Direct students to t he following task by asking questions: "What is the title of the map?" "What year was it made?' "What is it showing?" "How does the map show railroad lines?" -10 minutes

Divide students in five groups of four. Assign one train route to each group. Give them access to railroad map either online or print. Have them trace them outline the original route or railroad map printout with marker. Then give each group one copy of place mat style United States and a dry erase marker. Ask one person from each group to use railroad map to help trace the route on the current railroad map.-25 minutes

Call class together. Ask one person from each group to come up with the place mat map and show the routes to the class. Ask the following questions:

Which orphan had the longest journey? Why do you think think this orphans found homes in these final destinations How would these places be different from New York or Boston? How do you think am immigrant child would feel living in another place? Why do you think these places were final destinations?

United States Map(Lakeshore Learning) and trace the route with a marker(Lakeshore Learning) Access to computers Railroad Map Print outs Markers.
 * __Organizational Notes:__**

As a class tell students that you are looking at autobiographies and biographies of orphan train riders. Ask what is the difference between autobiographies and biographies? Ask which one would be an example of a primary source and which one would be an example of a secondary source? -5 minutes
 * __(3)__** Autobiographies and Biographies of Orphan Train riders

Today we are going to go to the computers and work in our four groups of five and read a story about a real orphan. Assign above link to each group. (If computers not available have printouts) After your group reads the portion of the autobiography/biography fill out the information about your orphan. We will meet as a group to discuss our responses. -25 minutes

Share responses orally and ask closing question. Take responses. 15 mintues.

Access to computers or printouts to Orphan Profiles Copies of worksheet
 * __Organizational Notes:__**

Direct to this culminating activity. Asking them to divide into five groups of four. Each group will work in twos to create a scrapbook showing your experience as an immigrant child riding the orphan train__.__ Pose the following questions to the group to reflect on. Give your orphan a name. Your orphan will be an immigrant. Choose a country that your orphan came from. Show why the you had to leave your current home in the United States. What was the train ride like? Where did you end up and what did you end up doing. How did the experience feel to you as a new immigrant to the United States? - 5 minutes
 * __(4)__**
 * __Orphan train scrapbook__**

Activity 35 minutes.

Assorted photographs-(see links) Materials: Oak tag-8.5 x 11 for cover Assorted package colored construction paper for pages background paper for backing photos glue scissors markers/colored pencils yarn. 3 hole punch for binding assorted copies of photos depicting orphan train riders
 * __Organizational Notes:__**


 * __Assessments: Limited to this lesson.__**
 * __Pre and Post Test Questions__**


 * __o2 Assessment 2__**


 * __o3 Assessment 3__**

of the term,refers to examples in primary sources || Gives the definition of an orphan || Gives the definition of an orphan. || Cannot define the term orphan ||  ||
 * You will be able to.... || Strong || Good || Adequate || Inadequate || Weighting ||
 * **Define the term orphan and describe who rode the orphan trains** || Gives a clear definition
 * **Identify the routes/places that orphan trains traveled** || Student identifies train route || Student identifies train route || Student identifies train route || Student fails to identify train route. ||  ||
 * **Summarize the events that occurred after arriving to their destination** || Student will summarize and give at least 3 reasons for the orphan train movement based on primary source documents. || Student will summarize and give at least 2 reasons for the orphan train movement based on primary source documents. || Student will summarize and give at least 1-2 reasons for the orphan train movement based on primary source documents. || Student gives no or one reason with out using primary source documents. ||  ||
 * **Will create a scrapbook that illustrates the experiences**
 * of a child riding an orphan train.** || Students expresses many of the orphans experiences on the orphan trains and writes clear captions and illustrations. || Students expresses some of the orphans experiences on the orphan trains and writes clear captions and illustrations. || Students expresses little of the orphans experiences on the orphan trains and writes clear captions and illustrations. || Students fails to illustrate of the orphans experiences and writes little or no captions to accompany illustrations ||  ||
 * **Draw conclusions about whether or not the orphan train movement helped immigrant children**
 * assimilate into American life.** || Student creates a reasonable conclusion of immigrant children and the orphan train movement. || Student creates a reasonable conclusion of immigrant children and the orphan train movement but lacks some detail. || Students creates a conclusion about immigrant children and the orphan train movement but is not reasonable. || Student does not create a solution. ||  ||
 * **Participation** || Consistently works well with others || Usually works well with others || Sometimes works well with others || Rarely works well with others. ||  ||


 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**


 * __o2 Note 2__**


 * __o3 Note 3__**

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