tlp_10_csynan_teacherside

=Colleen's Lesson Page Teacher Side=

Colleen's Teacher Lesson Page (Student Side)


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


 * Author: Colleen Synan**


 * Unit Title: TBD**


 * Grade Level(s): 4-5**


 * Age Levels(s): 9-11**

What obstacles did immigrants face from 1892-1924 as they arrived in the United States to establish citizenship? How did immigrants enter the United States? What would keep an immigrant from being allowed admittance to the United States? What responsibilities did relatives have when a family was detained for medical reasons?
 * Subject Area: Social Studies, English Language Arts**
 * Essential Questions:**


 * Unit Goals: TBD**

-Students will examine and identify the characteristics of a primary source documents -Students will interpret the information in the primary source correspondence of their assigned family -Students will determine an immigrant's reasons for detainment and resolution -Students will create diary entries that interprets an immigrant's feelings while detained at Ellis Island Hospital -Students will predict a possible and plausible path that each immigrant may have taken after leaving Ellis Island Hospital
 * Objectives:**

5.24 Describe the basic political principles of american democracy and explain how the Constitution and Bill of Rights reflect and preserve a) individual rights and responsibilities, b) equity, c) the rule of law, d) limited governemnt, e) representative democracy
 * Curriculum Standards:**


 * Materials/Resources:**

**Ability to show slideshow from computer on overhead projector or telelvision** **Copies of Student Rubric**

Copies of Primary Source documents for the Abdellah family, the Carmela Family, and the Corey family for each group Copies of vocabulary for the Abdellah family, the Carmela Family, and the Corey family for each group Copies of Written Document Analysis for each student Copies of summary documents for each student Computer lab access to listen to oral histories Plain paper for rough draft of diary entries Aged paper for final drafts of written diary entries (This can be accomplished by ripping edges of white paper and soaking in black coffee. Allow to dry completely before allowing students to write on them.)

Four 45 minute class periods
 * Timeframe:**

-Ability to analyze and interpret information from primary source documents -Ability to predict an outcome based on information from the documents -Ability to access computer websites and links
 * Student Foundational Skills:**

1) Break students into groups of four and assign two groups to each family. This will allow for two different interpretations of the material on each family. 2) Provide each group with primary source documents and vocabulary sheets for each group's assigned family. While reading the documents, have students write notes on the document to interpret unknown vocabulary using the vocabulary worksheet. Students should then complete the Written Document Analysis.
 * Learning Activities and Organizational Notes:**
 * Day 1:** Present the slide show on Ellis Island while students take two column notes that highlight main ideas.
 * Day 2:**

1) Students should again gather in their small groups and review the previous day's work. 2) Students should then complete Summary Document that identifies the problems and resolution of their assigned family's situation.
 * Day 3:**

1) Students will attend the computer lab and access the following website to listen to oral histories from actual immigrants regarding their detainment as a child while at Ellis Island. 2) Using the information from primary source documents and oral histories, students will date and write 2-3 journal entries that explain the family's situation, express the child's feelings about their detainment, and include a plausible prediction of their life after leaving Ellis Island.
 * Day 4:**

ASSESSMENT Questions for Pre/Post test 2 maybe, 6 definitely, 10 probably, 34 a& b definitely, 37 definitely
 * Lesson Assessments:**

Journal entries that meet the guidelines of the student rubric Informal assessment through observation of group work

It is imperative that students have background knowledge on immigration and Ellis Island before beginning this lesson plan. By accessing the Ellis Island Website at [|www.nps.gov/elis], teachers will find a wealth of information including resources and activities to build student knowledge.
 * Teacher Notes:**

Immigration Resources // US Immigration by Region and Decade: 1821-2000 // (chart) includes push-pull factors; other lesson plans and background information available from **Johnstown Era Heritage Association and Discovery Center.** [|www.jaha.org] (document can be found at [|www.jaha.org/edu/discovery_center/push-pull/chart_w_events.html])

American Memory Project, **Library of Congress** – for photos and documents []

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 * Book of photos titled “Quarantine Sketches” ** published c. 1902-03, shows landing at Ellis Island, medical and legal inspection, hospitals, and departing Ellis Island.

Immigration resource guides for teachers, grants application, lesson plans from the **American Immigration Law Foundation.** []

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 * Digital History ** “Ethnic Voices” section – immigration photos, lesson plans, etc includes African American migration (forced immigration) and Chinese Immigration

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 * New York Public Library ** – photos of Ellis Island buildings

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 * Image Detective ** – Interactive reading a photograph activity on-line, includes immigration as a topic

[|www.nps.gov/elis]
 * National Park Service Website on Ellis Island **

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 * Digital Book Index ** – Primary source texts about immigration on-line, printable

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 * Be a Historian – Immigration ** – Interactive website teaches process of historical research

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 * Current Issues of Immigration – ** Lesson plans present balanced look at current issues of Immigration from the Constitutional Rights Foundation

[|http://www.lib.umd.edu/NTL/ellis.html#restor]
 * The Restoration of Ellis Island – ** Photographs and information documenting Ellis Island prior to restoration

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 * Immigration to the United States, 1789-1930 ** - selected documents from Harvard University library and archives related to immigration
 * __Web Sites with documents and other primary sources:__**

National Archives - [] Department of Labor - [|http://www.dol.gov] Current immigration information - [] // How The Other Half Lives, // Hypertext edition [] Immigration Act of 1891 - [] Immigration laws 1800-1900 -[] Immigration and Nationality Act (current) - [] , Immigration restrictions 1924-1990 - [] Immigration Law – 1790-1996 - []

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 - []

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