American Stew

Barb Gidcomb and Kathy Wickline Summer 2007 Unity Junior High School

Library of Congress Prints and Photographs Division, (b&w film copy neg.) cph 3a50956 http://hdl.loc.gov/loc.pnp/cph.3a50956

This three-part project focuses on the immigrant experience. First, students use both primary and secondary sources to research information and then write informative papers with their findings. Secondly, they will use primary sources to create PowerPoint presentations. The third component is students will read independently grade-appropriate books that focus on the immigrant experience.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar Objectives Students will:  understand and use research methodology, including online primary resources.  understand the difference between primary and secondary sources.  analyze photographs.  create a PowerPoint presentation.  write an informative paper on a specific immigrant group.  independently read a grade-appropriate book (either fiction or nonfiction) that relates to the immigrant experience. Recommended time frame Twenty-one days using two class periods per day, forty- five minutes per period. Grade level 8th grade Curriculum fit Language arts, social studies, computer literacy. Materials  Photo analysis worksheet.

An Adventure of the American Mind Illinois State University  Photos of immigrants from Library of Congress  Plastic sleeves  Student Page  Library books  Source Card Worksheet  Books on Immigration Handout  Creating an Image Table Handout  Computers with Internet access  LCD projector  Microsoft Office software  Sampler PowerPoint presentations  Accelerated Reader software  Note cards Illinois State Learning Standards Back to Navigation Bar Language Arts Standards GOAL 1: Read with understanding and fluency.  1.B: Apply reading strategies to improve understanding and fluency. o 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources. o 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. o 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). o 1.B.3d Read age-appropriate material with fluency and accuracy.  1.C: Comprehend a broad range of reading materials. o 1.C.3a Use information to form, explain and support questions and predictions. o 1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme. o 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres. o 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. o 1.C.3f Interpret tables that display textual

An Adventure of the American Mind Illinois State University information and data in visual formats. GOAL 2: Read and understand literature representative of various societies, eras and ideas.  2.A: Understand how literary elements and techniques are used to convey meaning. o 2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres. o 2.A.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documen- taries, poetry, science fiction). o 2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint.  2.B: Understand how literary elements and techniques are used to convey meaning. o 2.B.3a Respond to literary material from personal, creative and critical points of view. o 2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations

GOAL 3: Write to communicate for a variety of purposes.  3.A: Use correct grammar, spelling, punctuation, capitalization and structure. o 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.  3.B: Compose well-organized and coherent writing for specific purposes and audiences. o 3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. o 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contem- porary technology and formats suitable for submission and/or publication. An Adventure of the American Mind Illinois State University  3.C: Communicate ideas in writing to accomplish a variety of purposes. o 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instruc- tions, news articles, correspondence) for a specified audience. o 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.

GOAL 4: Listen and speak effectively in a variety of situations.  4.A: Listen effectively in formal and informal situations. o 4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension. o 4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).  4.B: Speak effectively using language appropriate to the situation and audience. o 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support. o 4.B.3b Design and produce reports and multi-media compositions that represent group projects. o 4.B.3c Develop strategies to manage or overcome communication anxiety and appre- hension (e.g., sentence outlining, note cards).

GOAL 5: Use the language arts to acquire, assess and communicate information.  5.A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. o 5.A.3a Identify appropriate resources to An Adventure of the American Mind Illinois State University solve problems or answer questions through research. o 5.A.3b Design a project related to con- temporary issues (e.g., real-world math, career development, community service) using multiple sources.  5. B. Analyze and evaluate information acquired from various sources. o 5.B.3a Choose and analyze information sources for individual, academic and functional purposes. o 5.B.3b Identify, evaluate and cite primary sources.  5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats. o 5.C.3a Plan, compose, edit and revise docu- ments that synthesize new meaning gleaned from multiple sources. o 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. o 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

Procedures Back to Navigation Bar Day One: Introduction to Topic and Informative Paper  In pairs, students are given photos of immigrants that are in plastic sleeves to analyze using the Photo Analysis Worksheet. No explanation of the photos is provided.  Each pair then shares with the class their impressions. If students have not ascertained these photos are of immigrants, the teacher then provides clues to the photos’ origins.  Teacher then leads class discussion on the differences between primary and secondary sources and uses thereof.  Announcement and overview of the project is then given using the student page handout.  Students are given time to preview library materials/immigrant groups before deciding their choices.

An Adventure of the American Mind Illinois State University  Each student selects a different immigrant group to investigate.

Day Two: classroom one period and library second  Teacher explains how to take notes using notecards and how to create source cards using MLA style.  As a group activity, students practice taking notes and creating source cards. The students complete the source card worksheet.  In pairs, students brainstorm what information is important to explain the immigrant experience. These lists are shared in a class discussion so that students have ideas of what is important to include on their notecards.  Teacher and students go to the library where students locate and check out materials.  Students are given time in class to take notes from library books.

Day Three: library  Teacher checks that each student has successfully completed at least one source card and five note cards.  Students continue to take notes from books.

Day Four: library  Teacher checks that each student has successfully completed at least one additional source card and ten note cards.  Students continue to take notes from books.

Day Five: lab  The librarian and teacher together will introduce the students to the Library of Congress website. This introduction will include searching American Memory by category and searching the entire website using Google Advanced search limiting the domain to loc.gov.  Using the MLA style, teachers will explain how to cite materials that the students will use in their informative paper and in their PowerPoint presentation.  Students will locate and cite primary sources for their informative paper.

An Adventure of the American Mind Illinois State University Days Six and Seven: library and lab  Students continue to research using all available resources.  At the end of the sixth day, the teacher will check that each student now has completed fifteen additional note cards (for a total of thirty) and two additional source cards, at least one for a website (for a total of four sources).  At the seventh day, the students will have completed the bulk of their research.

Day Eight: classroom  Teacher instructs the students to group their note cards into like categories.  Teacher directs the students in writing topic outlines from their note cards.  Students finish outlines for homework.

Day Nine: classroom  Teacher presents writing riveting introductions.  Teacher instructs students on how to cite sources within their papers.  While students are working on introductions, teacher checks outlines and suggests where students need to support their ideas with more information.  Students use class time to research further those deficient areas and/or to begin writing their rough drafts of their informative papers.

Day Ten and Eleven: classroom  Teacher presents how to write a concise conclusion.  Teacher meets individually with students while they work independently on their rough drafts.  Students peer edit.

Day Twelve and Thirteen: lab  In the computer lab, the teacher and the librarian instruct the students on formatting of their papers.  Students will then type their papers and peer edit.

Day Fourteen: Introduction to Independent Reading library and lab  The librarian will present the list of reading choices that reflect the immigrant experience.

An Adventure of the American Mind Illinois State University  After the completion of their informative papers, students will select a book from the approved, with no more than two students reading the same book.  The teacher will collect and grade all informative papers using the writing rubric. Day Fifteen: Introduction to Presentation lab  The teacher will present the requirements and rubric of the presentation. She will remind students they are to use their informative papers’ outlines to create this presentation so that each student will present. Instruction will include sample PowerPoint projects that the students critique.  The librarian will instruct the students on how to create an image table that includes citations and URLs. These items will be restricted to primary sources that come from the Library of Congress website.  The librarian will teach students who have not used PowerPoint prior to this assignment while the teacher works with students who have content- related questions.

Day Sixteen and Seventeen: lab  In the lab the teacher and the librarian will assist students as needed as they work on their PowerPoint presentations and their chart. Students will practice and time their presentations.  In the classroom students will read independently. When students complete their books, they may take their Accelerated Reader quizzes. Students who complete their books before the end of the project will continue to read books of their own choosing.

Day Eighteen, Nineteen, and Twenty: classroom  During the first class period, students will present their PowerPoint presentations that the teacher will evaluate using the presentation rubric.  During the second class period, students will read their independent reading selections.

Day Twenty-One: classroom  Teacher will lead a culminating class discussion. Topics that will be reviewed could be the following:  How were immigrants accepted by America?

An Adventure of the American Mind Illinois State University  Why were some groups more accepted?  How did immigrants shape America?  Why did immigrants come to America?  How did groups of immigrants affect American laws?  Why were some groups limited to a specific number of immigrants?  Why did certain immigrant groups settle in particular areas?  Additional discussion topics at Immigration. Evaluation Back to Navigation Bar Class Discussion Notecards and Source Cards Writing Rubric Presentation Rubric Photo Analysis Worksheet Accelerated Reader Quizzes  Vocabulary  Literary Skills  Reading Comprehension Extension Back to Navigation Bar  This learning experience could include a creative writing assignment. Based on their research using primary and secondary sources, students could write letters as immigrants to relatives in their homelands that emphasize their experiences in America.  Having immigrant speak to the class would also extend this project.  Each student could bring a dish to share from the immigrant group that he/she has researched.

An Adventure of the American Mind Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar

These photos are to be printed, placed in plastic sleeves, and given to the students on day one to analyze. Image Description Source URL Irish immigrants Library of Congress http://www.loc.gov/ looking at the Statue Prints and loc/kidslc/cr- of Liberty Photographs background.html Division, (b&w film copy neg.) cph 3a50956 http://hdl.loc.gov/lo c.pnp/cph.3a50956

Italian immigrant Library of Congress http://memory.loc.g family at Ellis Prints and ov/learn/features/im Island] Photographs mig/italian.html Division, LC- USZ62-67910 (b&w film copy neg.)

Two boy scouts DN-0064067, http://memory.loc.g talking to two Chicago Daily ov/learn/collections/ Italian immigrants News negatives chicago/thinking2.ht collection, Chicago ml Historical Society

Jewish family Library of Congress http://memory.loc.g during piecework in Prints and ov/learn/features/im New York tenement Photographs mig/polish6.html during 1912 Division, LC-DIG- nclc-04274 (color digital file from b&w original print) , LC-USZ62- 38231 (b&w film copy negative)

An Adventure of the American Mind Illinois State University Anti-German sign, DN-0069264, http://lcweb2.loc.go Chicago 1917 Chicago Daily v/cgi-bin/query/i? News negatives ammem/cdn:@field( collection, Chicago NUMBER+@band( Historical Society ichicdn+n069264))

Mexicans entering Library of Congress http://memory.loc.g the United States Prints and ov/learn/features/im Photographs mig/mexican.html Division, LC- USF34-018215-E DLC (b&w film nitrate neg.) LC-USZ62-130262 DLC (b&w film copy neg. from file print) Coal Mine (Irish Library of http://memory.loc.g immigrant) Congress, Prints and ov/learn/features/im Photographs mig/irish4.html Division, Detroit Publishing Company Collection Norwegian Day DN-0064449, http://memory.loc.g celebration, Chicago Daily ov/learn/features/im Chicago 1917 News negatives mig/scandinavian3.h collection, Chicago tml Historical Society

Russian Immigrant DN-0069732, http://memory.loc.g Family, 1918 Chicago Daily ov/learn/features/im News negatives mig/polish2.html collection, Chicago Historical Society

An Adventure of the American Mind Illinois State University Immigrants at Library of http://memory.loc.g Battery Park, New Congress, Prints and ov/cgi-bin/query/r? York Photographs ammem/detr:@field Division, Detroit (NUMBER+@band Publishing (det+4a09014)) Company Collection Mexicans entering Library of http://memory.loc.g the United States. Congress, Prints & ov/cgi-bin/query/r? United States Photographs ammem/fsaall:@fiel immigration station, Division, FSA-OWI d(NUMBER+@ban El Paso, Texas . Collection, d(fsa+8b32436)) [reproduction number, e.g., LC- USF35-1326] Salinas, California. Library of http://memory.loc.g Japanese-American Congress, Prints & ov/cgi-bin/query/r? child headed for Photographs ammem/fsaall:@fiel reception center. Division, FSA-OWI d(NUMBER+@ban Collection, d(fsa+8c24623)) [reproduction number, e.g., LC- USF35-1326] two boys with older California Historical http://memory.loc.g sister in doorway]: Society, cubcic ov/cgi-bin/query/r? From San Francisco chs156 ammem/cic:@field( Chinatown (ante- DOCID+@lit(chs15 1910): SF 6)) Chinatown (ante- 1910): Children

An Adventure of the American Mind Illinois State University Rubric Back to Navigation Bar

Research Paper Evaluation Rubric

Teacher Name: Mrs. Gidcomb

Student Name: ______

CATEGORY 4 3 2 1 Introduction/focus Sophisticated The introduction is present Either the Essay is missing both the introduction complete with a focus introduction or introduction and the focus uses some statement; however, the the focus statement. technique to introduction is not statement is gain the riveting/attention-getting. missing, or the reader's focus attention. The statement is focus is clearly too limiting for stated and the entire broad enough paper. for the entire paper. Conclusion The conclusion The conclusion is present The conclusion Only a sentence is given for shows and concludes the essay. is present but a conclusion or is totally sophistication, However, the conclusion incomplete. lacking. using some lacks sophistication. It is a Only a portion technique such summation of ideas. of the essay is as a full-circle concluded. The ending or conclusion quotation that seems to need gives the essay a sentence or a feeling of two to being finished. completely finish the paper. Topic Sentences All paragraphs Most paragraphs have topic Some A few body paragraphs have have topic sentences. paragraphs topic sentences. sentences. have topic sentences.

An Adventure of the American Mind Illinois State University Paragraph All paragraphs Most paragraphs include Paragraphs Paragraphing structure was Construction include explanations or details, and included not clear and sentences explanations or concluding sentence. related were not typically related details, and information but within the paragraphs. concluding were typically sentence. not constructed well. Quality of Information Information clearly relates Information Information has little or Information clearly relates to the main topic. It clearly relates nothing to do with the main to the main provides 1-2 supporting to the main topic. topic. It includes details and/or examples. topic. No several details and/or supporting examples are details and/or given. examples. Organization Information is Information is organized Information is The information appears to very organized with well-constructed organized, but be disorganized. 8) with well- paragraphs. paragraphs are constructed not well- paragraphs and constructed. subheadings.

Transitions within Sophisticated Transitions are used Some Little evidence of transition and between use of between and within all transitions are use throughout the paper. paragraphs transitions. The paragraphs. In some used. In paper reads places, transitions are more places, writing smoothly elementary. is choppy due because of the to a lack of transitions. transitions. Mechanics No spelling, Almost no spelling, A few spelling, Many spelling, capitalization, capitalization, capitalization, or capitalization, or punctuation errors. or punctuation punctuation errors or punctuation errors. errors.

Grammar No grammatical Almost no grammatical A few Many grammatical errors. errors. errors grammatical errors.

Sentence Sentence Sentence construction Sentence Too many run-ons and construction construction shows some construction fragments appear within the shows sophistication/manipulation, may be essay. Essay shows little sophistication. but a few run-ons or simplistic evidence of sentence No run-ons nor fragments may appear. and/or several manipulation/sophistication. fragments fragments or appear. run-ons appear. Sources Cited All sources are All sources are accurately All sources are Some sources are not within the Essay accurately documented, but a few are accurately accurately documented. documented in not in the desired format. documented, the desired but many are format. not in the desired format.

An Adventure of the American Mind Illinois State University Works Cited Page All sources are All sources are accurately All sources are Some sources are not accurately documented, but a few are accurately accurately documented. documented in not in the desired format. documented, the desired but many are format. not in the desired format.

Essay formatting Essay follows Essay follows most of the Essay follows Essay does not follow the all directions directions given for some of the directions given for margins, given for margins, spacing, directions given spacing, pagination, and margins, pagination, and title/name for margins, title/name information. spacing, information. spacing, pagination, and pagination, and title/name title/name information. information.

An Adventure of the American Mind Illinois State University Oral Presentation Rubric : Immigration PowerPoint Presentation Rubric Teacher Name: Mrs. Gidcomb

Student Name: ______

CATEGORY 4 3 2 1 Visual Format of PowerPoint PowerPoint PowerPoint PowerPoint has an Presentation presentation has a presentation has a presentation has a inconsistent consistent backgroundconsistent consistent background and/or and typefaces. No background and background and typefaces. May have obvious detractors, i.e.typefaces. May have typefaces. May have obvious detractors, inappropriate noise or one obvious obvious detractors, i.e. inappropriate obtrusive slide detractor, i.e. i.e. inappropriate noise or obtrusive transitions. inappropriate noise or noise or obtrusive slide transitions. obtrusive slide slide transitions. transitions. Written Format of Always (99-100% of Mostly (80-98%) Sometimes (70-80%) Rarely written in Presentation time)written in short written in short written in short complete sentences phrases--not phrases --- not phrases--not or grammatically sentences-- and sentences --and sentences--and correct. grammatically correct. grammatically correct.grammatically correct.

Use of Primary Project shows Project shows Project shows Project shows Sources evidence of a evidence of a evidence of a evidence of 2 or fewer minimum of 5 primary minumum of 4 minimum of 3 primary primary sources being sources--1 of which is primary sources--1 of sources--1 of which is used which may or not a photo--and that which is not a photo-- not a photo--and that may not be are appropriate for the and that are are appropriate for appropriate for the topic. appropriate for the the topic. topic. topic. Citing of Primary Each of the primary Most of the primary Some of the primary Few to any of the Sources sources used is sources used are sources used are primary sources are correctly cited. correctly cited. correctly cited. correctly cited. (2 or (Minimum of 5 citings) (Minimum of 4 citings)(Minimum of 3 citings)fewer citings included)

Content Shows a full Shows a good Shows a good Does not seem to understanding of the understanding of the understanding of understand the topic topic. topic. parts of the topic. very well.

Posture and Eye Stands up straight, Stands up straight Sometimes stands up Slouches and/or does Contact looks relaxed and and establishes eye straight and not look at people confident. Establishes contact with everyone establishes eye during the eye contact with in the room during thecontact. presentation. everyone in the room presentation. during the presentation.

An Adventure of the American Mind Illinois State University Volume Volume is loud Volume is loud Volume is loud Volume often too soft enough to be heard byenough to be heard enough to be heard to be heard by all all audience members by all audience by all audience audience members. throughout the members at least members at least presentation. 90% of the time. 80% of the time.

Speaks Clearly and Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can Smoothly distinctly all (100-95%)distinctly all (100- distinctly most ( 94- not be understood OR the time, and 95%) the time, but 85%) of the time. mispronounces more mispronounces no mispronounces one Mispronounces no than one word. words. No word. May have a more than one word. Pauses often unnecessay breaks brief pause to collect Speaker stops often because of during the speech. thoughts. and seems uncertain uncertainity or of what to say. unpreparedness. Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of facial and body language and body language and body language expressions or body generate a strong sometimes generate are used to try to language. Did not interest and a strong interest and generate enthusiasm, generate much enthusiasm about the enthusiasm about the but seem somewhat interest in topic being topic in others. topic in others. faked. presented. Time-Limit Presentation is 4-5 Presention is 3 to Presentation is 2 to Presentation is less minutes long. almost 4 minutes almost 3 minutes than 2 minutes OR long. long. more than 6 minutes.

Total Points:

Date Created: Jun 27, 2007 02:16 pm (CDT)

An Adventure of the American Mind Illinois State University Handouts Back to Navigation Bar Photo Analysis Worksheet Step 1. Observation

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

Use the chart below to list people, objects, and activities in the photograph.

Activities People Objects

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph

1.

2.

3.

Step 3. Questions

What questions does this photograph raise in your mind?

Where could you find answers to them?

Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 2040

An Adventure of the American Mind Illinois State University American Stew Student Page

Nebraska State Historical Society, [Digital ID, e.g., nbhips 12036] Overview

The United States has always been a country of immigrants. From the first explorers to the newest arrivals, each group has had to face certain challenges and has brought its unique culture that has enriched our American history. Through this project, you will closely examine one particular immigrant group, learn about its struggles and adaptations to America, and show the effects that this particular group has had on shaping America. You will be completing a three-part project: a research paper, a PowerPoint presentation, and an independent reading assignment.

By the end of our four-week study, you will  understand and use research methodology, including online primary resources.  understand the difference between primary and secondary sources.  analyze photographs.  create a PowerPoint presentation.  write an informative paper on a specific immigrant group. independently read a grade-appropriate book (either fiction or nonfiction) that relates to the immigrant experience.

Research Paper Steps:

1. Complete the photo analysis assignment with your partner. Discuss with classmates. 2. After viewing sources, choose a topic for your research. 3. Find at least four sources and write source cards for each in the MLA style. 4. Take notes using note cards. (You are required to show me thirty cards which are graded for accuracy, but you will need a total of fifty or more when the project is complete.) 5. Outline your research paper. 6. Write your rough draft of the research paper. 7. Type and edit your paper. 8. Print the paper and turn in to me.

Presentation Steps:

1. Complete the photo/object chart for primary sources. 2. Using the outline completed for the research paper and photo/object chart design a PowerPoint presentation that uses a minimum of five primary sources to illustrate and to explain the immigrant experience of your chosen group. 3. Practice giving your presentation. 4. Present to the class.

Independent Reading Assignment:

1. Choose a book from the approved reading list to read. 2. Once you have finished reading the novel, take the Accelerated Reading quizzes: a. Vocabulary b. Literary skills c. Reading Comprehension Writing Source Cards

A works-cited page (also called a bibliography) lists in alphabetical order the books and materials you have used in your report. All research papers require a bibliography or works-cited page. Since you must keep track of the sources you have used, write the bibliographic material in the correct format from the beginning of your research. Write one source per note card so that you will be able to arrange the cards alphabetically at a later date, and then type the information correctly onto your works-cited page.

Book Author’s name. Book Title. Place of publication: Publisher, copyright date.

Example: Burgan, Michael. Belguim. New York: Children’s Press, 2000.

Now you try to write a source card for a book using the following information.

Title: Netherlands Author: Martin Hintz Publisher: Children’s Press Copyright date: 1999 Place of Publication: Boston

______. ______. ______: (Author’s name) (Title of book) (Place of publication) ______, ______. (Publisher) (Copyright date)

Encyclopedia Author’s name. “Article Title.” Name of Encyclopedia. Edition.

Example: Austerlitz, Robert. “Finland.” Grolier Incorporated. 1989ed.

Now you try to write a source card for an encyclopedia article using the following information.

Article title: “Belguim” Edition: 1989 edition Encyclopedia: Grolier Incorportated Author: Robert A. Meininger

______. ______. ______. (Author’s Name) (Article Title) (Name of Encylopedia)

______. (Edition) Website Author’s name (if available). “Title of Page.” Date last updated. Sponsor of Page. Date accessed .

Example: “A Teacher’s Guide to the Holocaust.” 2005. Florida Center for Instructional Technology, College of Education, University of South Florida. 10 Jan. 2006 .

Now you try to write a source card for a website using the following information.

Date accessed: May 1, 2007 Author: None listed Page title: Kingdom of Ndongo Sponsor: Republic of Angol’s Embassy in Stockholm and to the Nordic Countries Date last update: April 2006 URL (web address):

______. ______. ______. (Author if available) (Page title) (Date last updated)

______. ______. <______(Sponsor) (Date accessed—must have) (URL-web address) ______>. Books on Immigration

The following is a list of library books that focus on the immigrant experience. If you would like a short description of a particular book, you can find that in the library’s on-line catalog.

Nonfiction: Island of Hope: The Story of Ellis Island by Martin Sandler Shutting out the Sky: Life in the Tenements 1880-1924 by Deborah Hopkinson To Be a Slave by Julius Lester To the Golden Mountain: The Story of the Chinese Who Built the Transcontinental Railroad by Lila Perl Bound for America: The Story of European Immigrants by Milton Meltzer Coping with an Immigrant Parent by Moria Reynolds Life on Ellis Island by Renee Rebman

Autobiographies and Biographies: Escape from Saigon : how a Vietnam War orphan Became an American Boy by Andrea Warren. Einstein: Visionary Scientist by John B. Severance New Kids in Town: Oral Histories of Immigrant Teens by Janet Bode Good Fortune: My Journey to Gold Mountain by Li Keng Wong The Lost Garden by Laurence Yep Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas Pick & Shovel Poet: The Journeys of Pascal D'Angelo by Jim Murphy

Collections: First Crossing: Stories about Teen Immigrants (short stories) The Colors of Freedom: Immigrant Stories by Janet Bode

Fiction: African-Americans The Captive by Joyce Hansen The Slave Dancer by Paula Fox Day of Tears by Julius Lester

Albanian Americans Drita, My Homegirl by Jenny Lombard

Amish-Americans Gideon's People by Carolyn Meyer. (also Jewish)

Bangladeshi Americans Ask Me No Questions by Marina Budhos

British Americans Land of the Buffalo Bones: The Diary of Mary Elizabeth Rodgers, an English Girl in Minnesota by Marion Dane Bauer. Virginia Bound by Amy Butler

Cambodian Americans Home is East by Many Ly

Chinese Americans The Journal of Wong Ming-Chong: a Chinese Miner by Laurence Yep A Different Kind of Hero by Ann R. Blakeslee In the Year of the Boar and Jackie Robinson by Bette Lord Seeing Emily by Joyce Lee Wong (verse) Dragon’s Gate by Laurence Yep Mismatch: A Novel by Lensey Namioka (and Japanese) Seeing Emily by Joyce Lee Wong The Traitor by Laurence Yep Thief of Hearts by Laurence Yep

Cuban Americans Cuba 15 by Nancy Osa Swimming to America by Alice Mead Fitting In by Anilu Bernardo (short stories) Flight to Freedom by Ana Veciana-Suarez

Filipino Americans Fresh off the Boat by Melissa de la Cruz

Finnish Americans The Journal of Otto Peltonen, a Finnish Immigrant by William Durbin. Song of Sampo Lake by William Durbin Our Only May Amelia by Jennifer L. Holm

French Americans Calico Bush by Rachel Field French

German Americans Letters to Oma: A Young German girl's Account of Her First Year in Texas, 1847 by Marj Gurasich

Guatemalan Americans Red Midnight by Ben Mikaelsen

Indian Americans The Not-So-Spangled Life of Sunita Sen by Mitali Perkins Mina's Spring of Colors by Rachna Gilmore

Irish Americans Ashes of Rose by Mary Jane Auch Bread and Roses by Katherine Paterson Nory Ryan’s Song by Patricia Reilly Giff Beyond the Western Sea by Avi Maggie’s Door by Patricia Reilly Giff My Last Skirt: The Story of Jennie Hodgers, Union Soldier by Lynda Durrant Land of Promise by Joan Lowery Nixon

Italian Americans Hear My Sorrow : The Diary of Angela Denoto, a Shirtwaist Worker by Deborah Hopkinson. Nicky Deuce : Welcome to the Family by Steven R. Schirripa & Charles Fleming The Orphan of Ellis Island: A Time-Travel Adventure by Elvira Woodruff Rosa, Sola by Carmela A. Martino

Japanese Americans The Journal of Ben Uchida, Citizen #13559, Mirror Lake Internment Camp by Barry Denenberg. Kira-Kira by Cynthia Kadohata Eyes of the Emperor by Graham Salisbury My Friend the Enemy by J.B. Cheaney Weedflower by Cynthia Kadohata Thin Wood Walls by David Patneaude Aleutian Sparrow by Karen Hesse (told in verse) A Jar of Dreams by Yoshiko Uchida Mismatch: A Novel by Lensey Namioka (and Chinese) The War Between the Classes by Gloria D. Miklowitz Journey to Topaz: A Story of the Japanese-American Evacuation by Yoshiko Uchida

Jewish Americans Dreams in the Golden Country : The Diary of Zipporah Feldman, a Jewish Immigrant Girl by Kathryn Lasky. One Eye Laughing, the Other Weeping: The Diary of Julie Weiss by Barry Denenberg. Journey to America by Sonia Levitin Lost in American by Marilyn Sachs Land of Hope by Joan Lowery Nixon

Korean Americans Finding My Hat by John Son Necessary Roughness by Marie Lee A Step from Heaven by An Na Project Mulberry by Linda Sue Park

Mexican Americans Esperanza Rising by Pam Munoz Ryan Under the Same Sky by Cynthia DeFelice La Linea by Ann Jaramillo Any Small Goodness by Tony Johnston Lupita Manana by Patricia Beatty Border Crossing by Maria Colleen Cruz Breaking through by Francisco Jimenez Call Me Consuelo by Ofelia Dumas Lachtman Crazy Loco: Stories by David Rice Estrella's Quinceanera by Malin Alegria The Perfect Distance by Kim Whitney White Bread Competition by Jo Ann Yolanda Hernandez

Polish Americans A Coal Miner's Bride: The Diary of Anetka Kaminska by Susan Campbell Bartoletti Bridge to America by Linda Glaser

Puerto Rican Americans An Island like You: Stories of the Barrio by Judith Oritz Cofer

Russian Americans Letters from Rifka by Karen Hesse

Salvadoran Americans Journey of the Sparrows by Fran Leeper Buss

Scottish Americans Thistles and Bluebonnets by Ethel Evey Highland Fling by Kathleen Ernst

Swedish Americans Land of Dreams by Joan Lowery Nixon

Vietnamese Americans Shadow of the Dragon by Sherry Garland Creating an Image Table

1. Click TABLE on the menu bar and choose INSERT and slide over to TABLE

2. Use the up/down arrow keys to choose the number of columns and rows you want (4 columns —5 rows)

3. Click OK -The table is now inserted into your document.

4. Label the columns:

• First Column – Image

• Second Column - Description

• Third Column - Citation

• Fourth Column – URL

5. To control the size of the cells in your table, click on one of the cells and then:

• Click TABLE on the menu bar and choose TABLE PROPERTIES (at the bottom of the list)

• Choose OPTIONS (bottom right)

• Click in the box in front of “Automatically resize to fit contents” to remove the checkmark and click OK.

• Click OK again to return to the table.

Tips * To move from cell to cell, use the tab or arrow keys or click in the cell that you want * To add a new row or column,

• Click in the row or column next to where you want to insert

• Click TABLE on the menu bar and choose INSERT

• Choose the option you need to add rows or columns