Washington Gifted Academy

Thinking Geographically Teacher Workshop 2016

Activity Plan Template Created by: Jeanmarie Johnson

Washington Gifted Academy 1421 West Street Rockford, IL 61102 Title: Immigration

Overview of activity (in brief)

These immigration lessons have been designed to provide elementary children with experiences which enable them to begin understanding primary sources and the process of immigration through Ellis Island. Students learn how to interpret artifacts and documents, how to use primary sources to tell a real story.

After a gallery walk of immigrant and Ellis island images, we will look at the diffusion of immigrants across the United States.

Background Knowledge/ Context for activity (can be for both teacher and students)

Students will begin a unit on the reasons for immigration. The focus will begin with Ellis Island and Angel Island. We will examine the routes and entry points in which immigrants arrive. In doing so, we will look geographically at countries of origin and arrival points.

To begin the following lesson, they have no prior exposure to Ellis Island for the gallery walk.

Grade level/s

Core Subject area/s Social Studies ELA

Investigative Question- Kid friendly, thought provoking, connects to standards and usually begins with how, why or what. Students should be able to answer this question at the end of the activity using primary sources.

Why did people leave their homeland for America? What hardships did they face? Why did they settle where they did? Learning Objective/s Students will: • Analyze, interpret, and draw conclusions from evaluating primary sources • Describe the history if immigration into America • Describe how contemporary lifestyles/cultures/traditions are influenced by the contributions of the early immigrations from across the globe • Recognize Ellis Island as the main port of entry from 1892-1924 by describing the immigration process.

State Learning Standards Addressed (Geography & CCSS as a minimum) Geography Standards: 3 How to analyze the spatial organization of people, places, and environments on Earth's surface The World in Spatial Terms 9 The characteristics, distribution, and migration of human populations on Earth's surface Human Systems 12 The processes, patterns, and functions of human settlement Human Systems

CCSS 16.A.1a Explain the difference between past, present and future time; place themselves in time.

16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

16.D.1(W) Identify how customs and traditions from around the world influence the community.

4.B.2b Use speaking skills and procedures to participate in group discussions. 4.A.1d Use visually oriented and auditory based media. 4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings

Time Required Three sessions of 45 minutes each

Materials Needed (Teacher and Student/s) For example: Handouts, markers, paper, projector, etc. At Ellis Island: A History in Many Voices, by Louise Peacock Analysis tool handout- http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf Students will need access to: pencil and notebook Teacher’s Guide for Analyzing Maps- http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Maps.pdf Primary Source/s and non-primary source/s (Secondary sources) Please cite all resources using MLA or APA formats. Online citation builders make citing easy. For example use Easy Bib- http://www.easybib.com. Resources: New York, N.Y., immigrants' landing, Ellis Island http://hdl.loc.gov/loc.pnp/det.4a25608 "[New York, N.Y., Immigrants' Landing, Ellis Island]." [New York, N.Y., Immigrants' Landing, Ellis Island]. N.p., n.d. Web. 22 July 2016.

Boat unloading immigrants at Ellis Island, New York harbor http://hdl.loc.gov/loc.pnp/cph.3b47325 "Boat Unloading Immigrants at Ellis Island, New York Harbor." Boat Unloading Immigrants at Ellis Island, New York Harbor. N.p., n.d. Web. 22 July 2016.

Emigrants [i.e. Immigrants] Landing at Ellis Island http://www.wdl.org/en/item/87/ "Emigrants [i.e. Immigrants] Landing at Ellis Island." WDL RSS. N.p., n.d. Web. 22 July 2016.

Ellis Island, New York, N.Y. http://hdl.loc.gov/loc.pnp/det.4a12751 "Ellis Island, New York, N.Y." Ellis Island, New York, N.Y. N.p., n.d. Web. 22 July 2016.

Detention pen--on roof of main building, Ellis Island, where emigrants held for deportation may go in fine weather http://hdl.loc.gov/loc.pnp/cph.3c16223 "Detention Pen--on Roof of Main Building, Ellis Island, Where Emigrants Held for Deportation May Go in Fine Weather." Detention Pen--on Roof of Main Building, Ellis Island, Where Emigrants Held for Deportation May Go in Fine Weather. N.p., n.d. Web. 22 July 2016.

Land of promise http://hdl.loc.gov/loc.pnp/cph.3a09957 "Emigrants Coming to the "Land of Promise"" Emigrants Coming to the "Land of Promise" N.p., n.d. Web. 22 July 2016.

Population of the United States (Excluding Indians not taxed): 1790 to 1820 https://www.loc.gov/resource/g3701gm.gct00010/?sp=15 "Population of the United States (Excluding Indians Not Taxed): 1790 to 1820." The Library of Congress. N.p., n.d. Web. 22 July 2016.

Population of the United States (Excluding Indians not taxed): 1830 to 1860 https://www.loc.gov/resource/g3701gm.gct00010/?sp=16 "Population of the United States (Excluding Indians Not Taxed): 1830 to 1860." The Library of Congress. N.p., n.d. Web. 22 July 2016.

Distribution of the population of the United States (Excluding Indians not taxed): 1870 & 1880 https://www.loc.gov/resource/g3701gm.gct00010/?sp=17 "Distribution of the Population of the United States (Excluding Indians Not Taxed): 1870 & 1880." The Library of Congress. N.p., n.d. Web. 22 July 2016. Distribution of the population of the United States: 1890 https://www.loc.gov/resource/g3701gm.gct00010/?sp=18 "Distribution of the Population of the United States: 1890." The Library of Congress. N.p., n.d. Web. 22 July 2016.

Procedures Descriptive outline and/or paragraph describing how best to implement this activity idea. Include the use of primary source-based and inquiry-based learning strategies and tools.

Lesson 1- Ellis Island Item Analysis 1. Divide the students into groups of three and distribute a copies of the Ellis Island primary sources. Have the students observe and discuss in their groups what they see and interpret from looking at the photos. “What is this place? What happens here? What are the people doing?” 2. The teacher should create a large chart on the board of the Analysis Tool. After time to discuss as a team, each team should be able to share three observations and reflection ideas to add to the class chart. 3. Once all of the groups have shared, teams should brainstorm three questions that would extend their wonder and be a springboard into further investigation. 4. Discuss “culture” and what makes us all different. 5. After sharing what they believe the photo to be, show LOC video clip of ship arriving at Ellis Island port and unloading passengers. 6. Reveal the identity of the picture as Ellis Island. Discuss what Ellis Island was and represents today. 7. Complete an exit slip.

Lesson 2- Read Aloud

Day 1 1. Ellis Island: A History in many voices. 2. Begin with a brief synopsis of what the story entails. 3. Discuss what they already know about immigration and what they want to know, while filling out a KWL chart in their notebook.

Day 2 1. Read aloud a few of the accounts from the text. Discuss feeling and emotions evoked from each person’s account there experience at Ellis Island. 2. Show photographs of different parts of the interview process occurring through the building. “What are these people doing? How are they feeling? What’s happening?” 3. Discuss learning and what it must have been like for these immigrants coming to a new country, perhaps not knowing the language and with little to no belongings. 4. Students complete an exit slip. Lesson 3- Map Analysis of Immigrant and Diffusion

1. Divide the students into groups of three and distribute a copies of the Population of the United States Maps, primary sources. Have the students observe and discuss in their groups what they see and interpret from looking at the map. Using the Teacher’s Guide for Analyzing Maps guide discussion using the questions to observe, reflect, question. 2. The teacher should create a large chart on the board of the Analysis Tool. After time to discuss as a team, each team should be able to share three observations and reflection ideas to add to the class chart. 3. Once all of the groups have shared, teams should brainstorm three questions that would extend their wonder and be a springboard into further investigation. 4. Discuss the patterns of diffusion. Discussion question samples- Why was the US settled in this way? Why did so many people settle along the East coast? 5. Complete an exit slip.

Evaluation Consider alignment of objectives, standards and investigative question for this activity. Describe how this activity would be evaluated (formative, summative, grading, etc.)

Students will be assessed on their daily participation and exit slips expressing questions and things learned from daily activity.