tlp_10_dcorleto

Deborah Corleto Student Lesson Page
Debbie's Primary Source page

Debbie's Teacher Side lesson page

Debbie's WebQuest

__** When Voices Clash: Contested Pathways to Enlivening American Ideals ( 1840-1912) **__

** Age Level: ** 12-14 ** Grade Level: 8 ** ( may be adapted for grades 6-7 with Gifted and Talented Extensions)


 * Subject Areas: ** Visual Art, Photography, Art History, History and Social Science, Language Arts

**Standard:** · USI.2 – Important consequences of the industrial revolution- growth of big business, environmental impact,expansion of cities.
 * MA History & Social Science **
 * Grades 8-10 **

__**Guiding Question**:__ **How did immigrants respond to America’s systemic inequalities?**


 * __Title:__ - Life in a new world ; A look at the daily life of Immigrant Children & their Families, 1880-1920, through the photographs of Jacob Riis & Lewis Hines. **


 * Introduction:**
 * Between 1880-1920, Immigration to America reached an all – time high. 23 million immigrants arrived in the US. They came from Southern and Eastern Europe, Italy, Croatia, Greece, Poland, Czechoslovakia, Hungry, and Russia. **

Low wages, unemployment, disease, and religious persecution all inspired immigrants to flee their homelands and come to the United States. These immigrants were inspired to come to America by its reputation as the “Land Of Liberty” and also by the inspiring letters of friends and relatives already in the United States. Others came in hopes of finding food or to join family that were already here. The one thing they had in common was the belief that life would be better in America. These “New Immigrants” faced difficulties in assimilating into American culture. Most could not speak English, nor were they literate in their own language. They came from nondemocratic governments and were often distrustful of government. Immigrants during this period crammed into cities in the Northeast. They created small ethnic communities where they preserved the culture of their homelands. Immigrants maintained their culture by publishing newspapers in their native languages, opening specialty grocery stores and restaurants, and establishing churches, synagogues, and schools. They filled the growing factories and also worked at other poorly-paid jobs such as construction work or sewing. These immigrants often arrived with little money and were forced into substandard housing in the worst sections of the overcrowded cities.

For the immigrant, America meant “Freedom”. What they found was something very different than the “Freedom “ they expected.. Cities were crowded. Jobs were few and far between. Children had to work selling newspapers, making deliveries, working in sweatshops, while still attending school. Many immigrant families were poor and had to scrape together enough money to make the journey. They usually arrived penniless. Some made the journey in stages with the father coming first and then working to make enough money to send for the family.

Immigrants usually made the trip in steerage passage ( third class in the bottom of the ship). This was the cheapest way to get to the US. The voyage was an ordeal but they would then arrive in New York at the port of Ellis Island. Some of the children came here with their parents, some were the first to be born here. All of them lived in crowded immigrant neighborhoods.

Photography was new and fast growing. Small hand- held cameras were developed which were called “Detective Cameras”. Now anyone could snap on the spot photos of ordinary people, immigrants and their families. Thus snapping photographs of people’s daily lives and thereby recording the lives of poor immigrants who were struggling to establish themselves in America. “ Immigrant Kids”, Russell Freedman, Immigration Facts - []

Students will have the opportunity to examine photographs, approaching them not only from a photojournalistic perspective, but also as primary, historical documents that reveal clues about the time period. After examining works of Jacob Riis, Lewis Hines, students will also read primary accounts of the period, and maps and secondary sources. The question at hand is can a photojournalist create accurate photographs that may influence people who are deciding the fates of the immigrants. Can these photos be used as primary source visual documentation of what the immigrants and their families faced on a daily basis


 * Task:**
 *  You are a photojournalist. You have been given the job of documenting this new wave of immigrants (1880-1920) who have just arrived. Your job will be to examine and report on their lives from the time they left their country and arrived here through Ellis Island. You will also be called upon to document how and where they are living once they are admitted. You will concentrate on the children first and then the neighborhoods of New York City and the North End of Boston. Next, touch briefly on How the immigrants decided to come here? What happened on the passage here. How was their experience on Ellis Island? **

Further investigation will bring you to the daily lives of children and their families in NYC and the North End. How did they come to settle in NYC or the North End? Do they Live in the Tenements? What is that like. How different is it than their homes in their countries. What kind of jobs do they or their parents have? What do they do to pass the day?

You will need to research other photo journalists who have researched the same topics as well as interview the immigrants themselves. It is your job to find the answer to the question **“How did the experiences of these new immigrants vary according to their ethnicity and geographic location?"** and then prepare your findings so that others may learn about the experience and put this together in a photojournalistic exhibit for all to see.

· How did accelerating industrialization lead to a second wave of Immigration after 1870? · Why and How did they assert their individual and collective rights?
 * Other Questions to consider: ( essential Questions) **
 * · How did the experiences of these new immigrants vary according to their ethnicity and geographic location? **

Before beginning, students should have a background of; a. US Immigration b. Jewish Immigration & Settlement c. Italian Immigration & Settlement
 * Lesson Process:**
 * [|Pre-Post test Year 2 questions.pdf]**

I. Watch the History channel video on Immigration **http://www.history.com/topics/ellis-island/videos#arrival-at-ellis-island**

1. North End History [|WS 8 North End History .pdf] 2. A century of Immigration – [|WS 19 Short Stories by Jacob Riis, 'Twas Liza's doings.pdf]  [] 3. View the pdf [|usimmigration.pdf] or Powerpoint US Immigration ( to be attached) 4. View the pdf [|Ellis Island Photos .pdf] or powerpoint ( to be attached) of Ellis Island 5. Read [|WS 10 Jacob Riis Writings “ Battling Against Heavy Odds” .pdf] – Jacob Riis’s writing “ Battling against heavy odds”, about the slums & tenements [] 6. Read the “Genesis of the Tenement” by Jacob Riis [] 7. Read about the Triangle Fire to get a background on some of the labor issues. [|WS 9 Triangle Fire .pdf] [] 8. Read the letter from Lewis Hines [|WS 5 Letter from Lewis Hines .pdf]. Use the [|WS 4 Written Document Analysis .pdf] 9. View the Video “Island of Hope, Island of Tears” [] 10. View the Maps [|map of boston.jpg.pdf], [|map of Boston old & new.pdf] and use [|WS 6 Map.pdf] for use with Maps.
 * II. Read the research **

** 1. **** What was life like for the Immigrant children and their families in the tenements and cities of New York and the North End, boston? ** a. Were their lives different or similar ? b. In what ways? c. Describe and elaborate on questions #1 and #2. d. What kind of jobs did they have? e. What kind of leisure/play activities did they engage in? f. What were their living quarters like? g. Were they alike or not in each city? h. How can you find these answers? ** 2. **** Compare and Contrast the photos of Lewis Hines and Jacob Riis. ** a. Did each photojournalist shoot photos for the same reasons? b. How can you tell? What are the clues you find in the photos? c. What were the reasons for shooting in a photojournalistic perspective at this time? a. What is the photograph’s composition? ( How is the image arranged?) b. What moment in time does the photograph capture? c. What is the setting of this photograph? d. What is the focal point of the photograph? a. Why did the photographer select these particular elements to include in the photograph? What don’t you see? b. Why did the photographer emphasize certain elements and not others? What’s in focus? Is only one person or element in focus, or are many elements in focus? c. Why did the photographer take the picture at this moment? What happened before or after this picture was taken? d. Why did the photographer take the picture from this angle? What might the scene have looked like from another vantage point — from left, right, behind, above, or below? 3. View the photos of Alfred Steiglitz and decide if his photos have as much to say as the photos of Hines & Riis. Would you consider Steiglitz a photojournalist? How can you tell?
 * III. When viewing the photos of Jacob Riis & Lewis Hines, Concentrate on the ** Questions below
 * Photography Questions **
 * Viewer Questions **
 * Optional: **

__** Photos to be examined: **__ [|**http://www.scribd.com/doc/2395714/Children-of-the-Tenements-by-Riis-Jacob-A-18491914**] Jacob riis photos [|**http://www.google.com/images?client=safari&rls=en&q=Jacob+Riis+photos&oe=UTF-8&um=1&ie=UTF-8&source=univ&ei=BF3XTPPnJcP38AbJ07HvBg&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCcQsAQwAA&biw=789&bih=788**]
 * 1. Children of the Tenements **
 * 2. Jacob Riis:- **

**3. Picture History, Jacob Riis** [|**http://www.picturehistory.com/photographer/last_name/Riis/first_name/Jacob**] **4. Tenement Museum** - [|**http://photos.tenement.org/mwebcgi/mweb.exe?request=ks**] **5. Tenement Museum** – apartments [|**http://www.thirteen.org/tenement/virtual.html**] [|**http://www.mcny.org/museum-collections/painting-new-york/pttcat58.htm**] [|**http://www.mcny.org/museum-collections/berenice-abbott/abbott.htm**] [|**http://xroads.virginia.edu/~ma01/davis/photography/home/home.html**] [|**http://www.youtube.com/watch?v=87SCTEsIufY**] **9. PBS Jacob Riis** [|**http://www.pbs.org/wgbh/amex/wilson/sfeature/sf_poverty.html**] **10. Jacob Riis photo**s [|**http://www.youtube.com/watch?v=SZl4KXsaKVE**]
 * 6. Museum of the City of New York **
 * Triangle Fire **
 * Berenice Abbott collection- views of 1900 NYC **
 * 7. The social reform photography of Jacob Riis & Lewis Hines with analysis **
 * 8. Jacob Riis on Youtube How the Other Half Lives **

[|**http://www.youtube.com/watch?v=UxxSV1F-sM4**] [|**http://www.youtube.com/watch?v=vzT8EqhuYxA**]
 * 11. Tenement Life, Jacob Riis, youtube **

[|**http://www.google.com/images?um=1&hl=en&client=safari&rls=en&biw=789&bih=788&tbs=isch%3A1&sa=1&q=Lewis+Hines+photos&aq=f&aqi=g1&aql=&oq=&gs_rfai**]= **2. National Archives- Lewis Hines** [|**http://www.archives.gov/education/lessons/hine-photos/**] [|**http://digitalgallery.nypl.org/nypldigital/explore/dgexplore.cfm?col_id=175**]
 * Ws – 11 Jacob Riis Photos **
 * 1. Lewis Hines Photos **
 * 3. NYPL Digital Images **

[|**http://www.morningsonmaplestreet.com/lewishineold.html**] [|**http://xroads.virginia.edu/~ma01/davis/photography/home/home.html**] [|**http://www.youtube.com/watch?v=46WDP6C_j68**] [|**http://www.loc.gov/rr/print/coll/207-b.html**]
 * 4. Mornings on Maple Street – Lewis Hines photos **
 * 5. The social reform photography of Jacob Riis & Lewis Hines with analysis **
 * 6. Lewis Hines – Child Labor on Youtube **
 * Library of Congress **


 * Ws 12– Lewis Hines Photos **

[|**http://www.pbs.org/wnet/americanmasters/database/stieglitz_a.html**] [|**http://www.leegallery.com/photographers/118-alfred-stieglitz.html**]
 * Alfred Steiglitz:- **
 * 1. Lee Gallery- **

__**PROCESS:**__ Before starting the activities below, Students should choose 10 photos of Hines and Riis from Ws # 11 Riis Photos and Ws # 12 Hines Photos. Students will then use the folowing Worksheets to examine all the photos they have chosen; //**[|WS 1 EXAMING PHOTOGRAPHS.pdf]**// //**[|WS 2 Photo Analysis .pdf]**// //**[|WS 3 Choose a Character .pdf]**// //**[|WS 4 Written Document Analysis .pdf]**// //**[|WS 5 Letter from Lewis Hines .pdf]**// //**[|WS 6 Map.pdf]**// //**[|WS 7 Photo Analysis Observation .pdf]**// //**[|WS 13 Analyzing Photographs.pdf]**// //**[|Ws #22 Photo Analysis.pdf]**//

PROCESS A. A. students quickly examine the documentary aspects of the photos, in order to find any information or evidence that is explicitly available from the source. B. identify the source's subject, photographer, purpose, and audience, as well as the type of historical source (e.g., letter, photograph, cartoon). C. look for key facts, dates, ideas, opinions, and perspectives that appear to be immediately apparent within the source. ** The four analyzing questions associated with the summarizing phase include: ** 1. What type of historical document is the source? 2. What specific information, details and/or perspectives does the source provide? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">3. What is the subject and/or purpose of the source? 4. Who was the author/artist/photographer and/or audience of the source?
 * Day 1 **** Summarizing **

<span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.75in; text-align: justify; text-indent: -0.25in;">A. students spend more time with the source in order to explore the authentic aspects of the source in terms of locating the source within time and space. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify;"> The teacher needs to emphasize that it is important to recognize and understand that archaic words and/or images from the period may be in a source. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify;"> These words and/or images may no longer be used today or they may be used differently, and these differences should be noted and defined. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify;"> In addition, the meanings, values, habits, and/or customs of the period may be very different from those today. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">B. students and teachers must be careful to avoid treating the source as a product of today as they pursue their guiding historical question. ** The four analyzing questions associated with the contextualizing phase include: ** <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">1. When and where was the source produced? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">2. Why was the source produced? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">3. What was happening within the immediate and broader context at the time the source was produced? 4. What summarizing information can place the source in time and place? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify;">A.provide students with the opportunity to revisit initial facts gleaned from the source <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.75in; text-align: justify; text-indent: -0.25in;">B. begin to read subtexts and make inferences based upon a developing understanding of the context and continued examination of the source. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify;"> In answering an historical question and working with the primary source, sometimes the evidence is not explicitly stated or obvious in the source, but rather, the evidence is hinted at within the source and needs to be drawn out. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.75in; text-align: justify; text-indent: -0.25in;">C. The inferring stage provides room for students to explore the source and examine the source's perspective in the light of the historical questions being asked. ** The four analyzing questions associated with the inferring phase include: ** <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">1. What is suggested by the source? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">2. What interpretations may be drawn from the source? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">3. What perspectives or points of view are indicated in the source? 4. What inferences may be drawn from absences or omissions in the source? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">A. Students are expected to question and reflect upon their initial assumptions in terms of the overall focus on the historical questions being studied. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">B. Students should ask the key questions from each of the previous phases. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">C. Such a process requires students to examine the credibility and usefulness or significance of the source in answering the historical questions at hand. ** The four analyzing questions associated with the monitoring phase include: ** <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">1. What additional evidence beyond the source is necessary to answer the historical question? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">2. What ideas, images, or terms need further defining from the source? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; margin-left: 0.5in; text-align: justify; text-indent: -0.25in;">3. How useful or significant is the source for its intended purpose in answering the historical question? 4. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily? Students should now re-read the documents above by Jacob Riis and Lewis Hines and review the ws used above. Students should review the maps of the areas at the time. Use the maps to pinpoint where these immigrants lived. Review your answers to Ws #4, # 5 # 6 <span style="display: block; margin-bottom: 15pt; margin-left: 43pt; margin-right: 0in; margin-top: 0in; text-align: justify; text-indent: -25pt;"> 1. This will extend and deepen student analysis through comparing the evidence gleaned from each source in light of the guiding historical question <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-indent: -0.25in;">A. What similarities and differences in ideas, information, and perspectives exist between the analyzed sources? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-indent: -0.25in;">B. Students should also look for gaps in their evidence that may hinder their interpretations and the answering of their guiding historical questions. When they find contradictions between sources, they must investigate further, including the checking of the credibility of the source. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-indent: -0.25in;">C. Once the sources have been compared the student then begins to draw conclusions based upon the synthesis of the evidence, and can begin to develop their own conclusions and historical interpretation. ** The four analyzing questions associated with the corroborating phase include: ** <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;"> 1. What similarities and differences between the sources exist? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;"> 2. What factors could account for these similarities and differences? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;"> 3. What conclusions can be drawn from the accumulated interpretations? <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;"> 4. What additional information or sources are necessary to answer more fully the guiding historical question? ** Day 7 Researching maps ** <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">1. Find and Research birds eye view maps and city maps of the North End of Boston and New York City of the time. Compare to the maps used above and the photos. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">2. Use Ws # 6 with the maps you may find.. <span style="color: #333333; display: block; font-family: Arial; font-size: 11pt; line-height: 15pt; text-align: justify; text-indent: -0.25in;">3. Choose some maps to further visualize the areas you are studying. Try to pinpoint on the map where some of the photos were taken. **Day 8 - Creative Writing assignment** 1.Form groups and ask each group to create a story around its photograph that addresses the issues of child labor. Possible issues include safety on the job, inability to get an education, health hazards in the work environment, general health of young children, the movement to abolish child labor, and general living conditions of the era. 2. Ask students to create a diary entry for a person in one of the photographs. Direct students to describe in detail the person's workday and explain his or her reasons for working and feelings about the job. ( WS # 3)
 * Day 2 **** Contextualizing **
 * Day 3 **** Inferring **
 * Day 4 **** Monitoring **
 * Day 5 & 6 **** Corroborating- **

** Day 9 Final Project ** 1. Begin to pull together all your findings. 2. Choose photos that will exhibit the answers to the questions above. 3. Choose as many photos as you need but no fewer than 10. 4. Add the written documents to your exhibit to further state your findings. 5. Add maps of the areas to give a feel for where these places are. 6. Add any documented facts that you may have come across to enhance and explain your exhibit. 7. Add the choose a character Ws that you did and include the photograph that you used.


 * Remember this is primarily a photojournalistic exhibition with other primary sources . **[]

In conclusion, you should be able to discuss and answer the essential question “ How did the experiences of these new immigrants vary according to their ethnicity and geographic location? And “ How did Immigrants respond to America’s systemic inequalities?” After completing the activities and the worksheets, you should be able to see the importance of the photojournalists of the time and how their work influenced policies for the new immigrants. <span style="color: #333333; font-family: Arial; font-size: 11pt; margin-bottom: 16pt; text-indent: 0.5in;"> You will be able to assess the usefulness photojournalistic points of view. You will be familiar with the works of American photojournalists Jacob Riis and Lewis Hines and will be able to pick out geographical locations from looking at photos. You will be able to assess the type of location and whether or not photos are primary sources or not. Finally, you will want to think about the importance of photojournalistic views and whether or not they would be a viable source of information today or not. What is seen, what is not seen. Students will plan a photo/document/exhibit that will answer the historical questions presented above.
 * Conclusion: **
 * Assessment Activity--- **

Teacher: Debbie Corleto, McGlynn Middle, Medford,MA
 * Rubric **
 * Assessment:** Unit Name: - **Life in a new world ; A look at the daily life of Immigrant Children & their Families, 1880-1920 through the photographs of Riis & Hines.**
 * **// STUDENTS WILL BE ABLE TO… //** || **// INADEQUATE //** || **// ADEQUATE //** || **// GOOD //** || **// STRONG //** || **// WEIGHTING //** ||
 * ** Compare & Contrast Tenement Life in NYC and the North End of Boston based on the study of Jewish and Italian Immigrant families. ** || Students are not able to make comparisons and cannot find evidence to support their claims. || Students are not able to make comparisons with facts from some primary sources some times but aren’t completely accurate most of the time. || Students are able to make comparisons from primary sources that are accurate most of the time and support these claims with facts from primary sources most of the time. || Students are able to make comparisons from all primary sources that are available and are accurate all of the time and support these claims with historical facts from other primary sources. ||  ||
 * ** Identify characteristics of Immigrant life in NYC and the North End of Boston. ** || Students are able to define immigrants’ lives with inaccurate opinions only and no facts or primary sources to support these claims. || Students are able to define immigrant life with facts from some primary sources but are not completely accurate. || Students are able to define immigrant life with facts from most primary sources and are accurate most of the time. || Students are able to identify characteristics of immigrant life with facts from all primary sources and are accurate all of the time. ||  ||
 * ** Interpret meaning based on Photographs ** || Students cannot interpret meaning from the photos || Students are able to interpret some meaning from the photos but are not completely accurate all the time. || Students are able to interpret meaning from the photos and base this on other primary sources that support their claims most of the time. || Students are able to interpret meaning from the photos based on observations and make connections based on all primary sources available. ||  ||
 * ** Determine if what is seen in Photos and read in Documents is fact, fiction or opinion ** || Students cannot determine the difference between fact, fiction or opinion nor make relevant connections to support their claims. || Students know the difference between fact, fiction or opinion sometimes but are not always accurate and cannot always make connections to support their claims || Students know the difference between fact, fiction or opinion and can make relevant connections to support their claims most of the time. || Students know the difference between fact, fiction and opinion, and can make relevant connections based on historical facts with evidence from all primary sources. ||  ||

1. Immigrant Kids, Russell Freedman, 1995, Puffin Books 2. [] Selected Images of Ellis Island and Immigration, ca. 1880-1920 3. [] Picturing Modern America 4. Immigration Records (Ship Passenger Arrival Records and Land Border Entries) [] 5. Facts about Ellis Island [] 6. mmigration Images, Google, [|http://www.google.com/images?expIds=17259,18167,23756,24692,24878,24879,25907,26282,26513,26544&sugexp=ldymls&pq=immigration+1180-1920&xhr=t&q=immigration+1880-1920&cp=14&hl=en&client=safari&rls=en&um=1&ie=UTF-8&source=univ&ei=7lSVTKbqII7EsAPO7Py_Cg&sa=X&oi=image_result_group&ct=title&resnum=13&sqi=2&ved=0CF0QsAQwDA&biw=1441&bih=882] 7. The Huddled Masses, [|**http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=415**] 8. Jacob Riis Video Youtube 9. http://www.youtube.com/watch?v=EACoIbokOc 10. How the other half lives youtube 11. [|**http://www.youtube.com/watch?v=87SCTEsIufY&feature=related**] 12. Jacob Riis Photojournalist - [|**http://vimeo.com/3320017**]
 * Resources: **

13. Tenement Museum - []

Tenement Museum, Baldizzi’s - []

Baldizzi Apartment - Info- []

14. Tenement Museum - Gumpertz apartment []

15. Triangle Fire, 1911 [|**http://www.mcny.org/museum-collections/painting-new-york/pttcat58.htm**] 16. Museum of the city of New York [|**http://www.mcny.org/**] 17. Berenice Abbott collection of photos - [|**http://www.mcny.org/museum-collections/berenice-abbott/abbott.htm**] 18. Jewish Immigration [|**http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/judaism.htm**] 19. A century of Immigration – Jewish immigration [|**http://www.loc.gov/exhibits/haventohome/haven-century.html**] 20. Immigrant Boston - North End[|**http://www.bostonhistorycollaborative.org/BostonFamilyHistory/ancestors/index.html**] 21. Immigrant Boston West End [|**http://www.bostonhistorycollaborative.org/BostonFamilyHistory/neighborhoods/neigh_wend.html**] 22. Immigrants in New York [|WS 19 Short Stories by Jacob Riis, 'Twas Liza's doings.pdf] 23. Youtube – Italians [|**http://www.youtube.com/watch?v=aREzSyZNxsY&feature=related**] 24. American Memory Historical Collections [|**http://www.loc.gov/rr/program/bib/states/newyork/memory.html**] 25. The Italian Immigrant Experience [|**http://www.yale.edu/ynhti/curriculum/units/1999/3/99.03.06.x.html**] 26. Immigration Challenges [|**http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/overview.pdf**] 29. PBS Jacob Riis [|**http://www.pbs.org/wgbh/amex/wilson/sfeature/sf_poverty.html**] 27. Picture History, Jacob Riis [|**http://www.picturehistory.com/photographer/last_name/Riis/first_name/Jacob**]

__** Worksheets, Photos and Information sheets **__ [|map of Boston old & new.pdf] [|map of boston.jpg.pdf] [|usimmigration.pdf] [|Ellis Island Photos .pdf] [|Ws #22 Photo Analysis.pdf] [|Ws #21.pdf][| Ws # 11 Jacob Riis Photos.pdf] [| Ws # 11 Jacob Riis Photos.pdf] [|WS 19 Short Stories by Jacob Riis, 'Twas Liza's doings.pdf] [|WS 18, jacob riis, A Story Of Bleecker Street.pdf] [|WS 17 Jacob Riis Christmas In the Tenements .pdf] [|WS 14,15,16 Jacob Riis- Shedding Light On NYC's 'Other Half' ( audio & photo).pdf] [|WS 13 Analyzing Photographs.pdf] [|WS 12 Lewis Hines Photos.pdf] [| Ws # 11 Jacob Riis Photos.pdf] [|WS 10 Jacob Riis Writings “ Battling Against Heavy Odds” .pdf] [|WS 9 Triangle Fire .pdf] [|WS 8 North End History .pdf] [|WS 7 Photo Analysis Observation .pdf] [|WS 6 Map.pdf] [|WS 5 Letter from Lewis Hines .pdf] [|WS 4 Written Document Analysis .pdf] [|WS 3 Choose a Character .pdf] [|WS 2 Photo Analysis .pdf] [|WS 1 EXAMING PHOTOGRAPHS.pdf][| Ws # 11 Jacob Riis Photos.pdf]

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