ELLIS ISLAND: IMMIGRATION BOOM
OF 1892-1924
Sarah VanHorn
6th-8th grades
Social Studies
PURPOSE:
To give students a better understanding of the immigration boom
during these years (1892be doing back then. *Introduce the journal*
Make suggestions or give examples of things they might write about
(life before, the trip to America, life in America, etc.).
CONNECTION TO THE NATIONAL GEOGRAPHY STANDARDS:
No. 5: “Knows and understands that people define regions and use
them to interpret the world’s changing complexity.” The migration
of the immigrants throughout the nation, is a direct relation to the
cultures and customs of the regions to which they migrated.
No. 6: “Knows and understands that culture and experience shape people’s
perceptions of places and experiences.” These immigrants not only brought
families, but customs and traditions of their homelands. The varied
experiences they had before coming to America influenced reaction to
specific events in U.S. history.
OBJECTIVES:
Students will demonstrate their ability:
1. To identify key words and vocabulary relevant to the unit
2. To name and map countries of origin for many of the immigrants
3. To appreciate the trial many immigrants faced before, during, and
after arrival to America
4. To identify immigrants who have contributed to society
5. To have a better appreciation for those who are different than they,
learning as opposed to judging
6. To use the Internet to find information about Ellis Island
OVERVIEW:
I want students to feel like this is Òtheir unitÓ, as opposed to it
being just another lesson. In order to do this, therefore, plan activities
that add a personal touch to this unit. Journals, reenactments,
creative stories, and family background as well as vocabulary tests,
class discussions, movies, and readings will all aid in this goal.
PROCEDURES:
SPONGE ACTIVITY:
The week or day before the unit is to be started, ask students to go
home and ask parents or an older relative about the familyÕs origin.
This might include country, any stories of life before America, etc.
Period 1:
Guided Practice: Have students report what they found out via
his/her family. Teacher will share as well. * Use the poster sized global
map to mark the countries of origin (if they are known). Use the diversity
in the classroom to illustrate diversity throughout the nation. *Use the
map of New York to show where Ellis Island is located. Hand out and go
over the vocabulary list for the unit. (Students will be responsible for
the spelling and definitions of these words at the end of the unit).
Introduce website from the History Channel.
Independent Practice: Have students pair up and explore the site,
looking for words on the vocabulary list.
Have students bring a recent photo of themselves for the next class period.
Period 2:
Use the photos to make passports. If students did not bring a photo,
have them draw a self portrait in the space provided to paste the photo.
Have them fill out the information on the sheet.
Guided Practice: Discuss the events going on at the time (1898-1924),
in America and elsewhere. Talk some about what children their age would
and happiness?
Independent Practice: Students will be required to keep a daily
journal as if they were living in New York at the time of the
immigration boom. They will take on the identity of an immigrant
child their age. In order to be somewhat accurate in these entries,
the students will also be required to spend some outside time researching
the immigration process and life in America during this time. Have students
paste their passports in their journal. Let them know that while this
project will be graded, the teacher will be the only one who sees the
entries, so they should feel free to be as creative as they wish. Make
the first entry (present date, 1899--dates go on from there). Class
time will be set aside everyday for entry time.
Period 3:
Guided Practice: Using the global map, talk about the patterns of immigration to
Ellis Island. Have children use markers (different colored string attached
at both ends to pushpins) to trace the journey from the country of origin to Ellis. Independent Practice: Allow time for students to go through any media available to do brief research on the attitudes towards immigrants in general and specific groups of immigrants. *Have them use the prepared questions* (Use small groups if possible). Have students also answer questions about the immigration process itself . Give time for journal.
Period 4:
*Watch TV version of "Far and Away" (teacher should view this version before
showing it to the class, as it may still have unsuitable material that may
need to be carefully edited or monitored for classroom viewing).
Guided Practice: Discuss the immigration process, the trip over to America,
and the treatment of Irish immigrants. Do the students believe this portrayal
to be accurate according to what they have learned? Why and why not?
Independent Practice: Give time for journal.
Period 5:
Guided Practice: Identify immigrants who are well known, what they
contributed to society, their country of origin, and the year they arrived.
Discuss the contributions and the impact they have had on society, either
past or present. *Refer to handout* Illustrate different kinds of music
that have developed as a result of immigrants bringing "their own sounds"
with them to America. Go over vocabulary list for test the next period.
Independent practice: Give time for journal.
Period 6:
Independent Practice: Take the vocabulary test.
Guided Practice: Discuss the processing that immigrants had to go through
in order to be allowed into the U.S. If time allows, reenact a small part
of the process. By doing this, the teacher will be reviewing the material,
while the students are enjoying an activity.
MATERIALS:
*Poster-sized global map
*Map of New York
*Any available texts on immigration (life, process, statistics about the
period)
*Far and Away --the movie (see note in lesson plan)
EXTENSIONS:
History is obviously a vital part of this unit. Government, English,
and creative writing are all a part of the unit as well.
WEB SITE VOCABULARY LIST
Ellis Island Unit
immigration
migration
quotas
deportation
alien
pauper
apprehensive
detention center
emigration
WEB SITE WORKSHEET
PREPARED QUESTIONS ABOUT ATTITUDES:
1) How were most immigrants treated once they got to America?
2) Was there equal treatment towards all the immigrants? Why or why not?
3) Was there any group of immigrants that were especially disliked?
Why do you think they were hated more?
4) How do you think this helped/hurt the immigrants once they started
new lives in America?
PREPARED QUESTIONS ABOUT THE PROCESS:
1) What was the order of getting processed when you came off the boat?
2) True or False: Everyone was let off the boats at the same time.
If false, what group was let off first? What group was last?
3) True or False: Everyone found happiness as soon as they stepped onto
American soil.
If false, what did they find? Did they ever fi-1924). Also an
understanding of the process, experiences, and some idea of the people
who came to America during this time. Ultimately, I want my students
to realize how these immigrants have contributed to who we are as a
present nation.
Created April 20, 1997
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