Christine Wyckoff EDUC 421 July 11, 2013

Ellis Island the new immigration in late 1800s, early 1900s - when did the new immigrants come, where did they come from, why did they come, what was it like to jo rney to !merica and then "e #rocessed thro gh Ellis Island, and where did they settle$ Grade Le el! 4th and "th #rade 1$ % &ill e'(lain to the students that )ost *)ericans, &ith the e'ce(tion of +ati e *)ericans, ha e an i))i#rant (ast$ % &ill tell the students ho& o er the last se eral centuries )illions of (eo(le ha e i))i#rated to the United ,tates to find freedo) and o((ortunity$ ,o)e, like the sla es, &ere -rou#ht to *)erica un&illin#ly$ % &ill &rite the &ords .i))i#ration/, .Ellis %sland/, and .ne& i))i#ration/ on the -oard alon# &ith their definitions$ % &ill e'(lain Ellis %sland0s role in i))i#ration to *)erica and sho& the students on a )a( &here it is located$ % &ill sho& a )a( of late 11th century Euro(e and *)erica$ % &ill talk &ith the class a-out &hat ne& i))i#ration )eant and the nu)-er of (eo(le &ho i))i#rated fro) ,outhern and Eastern Euro(e durin# this ti)e, and i)(ortant e ents affectin# i))i#ration$ % &ill ha e a ti)e line &ith se eral i)(ortant dates listed 21312, 1314, 1100, 1104, 1124, 1143, and 11"45$ % &ill ha e the students )atch the years to the e ents 2i))i#ration station on Ellis %sland o(ens6 fire destroys &ooden -uildin#s on Ellis %sland6 Ellis %sland %))i#ration Center reo(ens6 11,444 i))i#rants (ass throu#h Ellis %sland6 tide of i))i#rants throu#h Ellis %sland -e#ins to di)inish6 Ellis %sland is used as a detention center for ene)y aliens durin# World War %%6 Ellis %sland is officially closed$5 7he class &ill (ost the ti)e line in the classroo)$ *dditionally, % &ill ha e the students dra& arro&s connectin# the countries of ,outhern and Eastern Euro(e, the .ne& i))i#ration/ countries, to Ellis %sland usin# the )a( (ro ided$ 2$ % &ill sho& the) the ideo .7he Golden Door$/ % &ill introduce the ideo 8 ho& *)erica &as thou#ht of as the land of o((ortunity, Ellis %sland the .Golden Door$/ % &ill hand out a &orksheet &ith list of 9uestions$ % &ill discuss the list of 9uestions to consider &hen ie&in# the ideo! What are so)e reasons (eo(le i))i#rate: Why is *)erica a (o(ular destination for i))i#rants: What ;o- o((ortunities &ere there in *)erica for the i))i#rants: What are so)e of the o-stacles that an i))i#rant faced at Ellis %sland: What is a tene)ent: List a cou(le of ne#ati e i)(acts fro) the .ne& i))i#ration/ 2hint housin# and #an#s5$ % &ill ha e the students #et in s)all #rou(s and discuss the )ain (oints of the ideo$ 7he students &ill &rite these on (a(er, (ost in the roo), and % &ill ha e all #rou(s share$

3$ % &ill di ide the class into s)all #rou(s$ % &ill handout the -io#ra(hies of %r in# <erlin, Jose(h =ulit>er, *$=$ Giannini, one to each #rou($ % &ill ha e the) discuss the -io#ra(hy they read as a #rou( and )ake a (oster$ 7he (oster &ill include a (icture of the (erson and ad;ecti es around the (icture descri-in# the (erson$ 7he students &ill (ost their (ictures around roo) and share the infor)ation &ith the rest of the class, hi#hli#htin# the i))i#rant0s i)(act on the United ,tates$ % &ill then ha e the students co)(are and contrast the different i))i#rant -io#ra(hies$ 4$ % &ill (ass out the stories ?annah0s Journal! 7he ,tory of *n %))i#rant Girl and Journey to Ellis %sland! ?o& @y Aather Ca)e to *)erica$ We &ill read the stories as a class$ Usin# a #ra(hic or#ani>er 78chart, % &ill ha e the students co)(are and contrast the t&o stories$ "$ <ased on the readin#s ?annah0s Journal and Journey to Ellis %sland, % &ill ask the students to &rite fi e diary entries of a youn# #irlB-oy i))i#ratin# to *)erica C one a-out &hy sheBhe left the old &orld, one a-out the transatlantic ;ourney, one a-out herBhis ho(es and drea)s in *)erica, one a-out herBhis e'(erience at Ellis %sland, and one a (rediction of herBhis future in *)erica, &ill herBhis ho(es and drea)s co)e true: D$ % &ill ha e the students do the %nteracti e 7our of Ellis %sland fro) the ,cholastic &e-site, htt(!BBteacher$scholastic$co)Bacti itiesBi))i#rationBtourB $ Workin# in #rou(s of "8D students, % &ill ha e the students do a diora)a of Ellis %sland la-elin# key areas! 7he <a##a#e Eoo), 7he ,tairs, 7he Ee#istry Eoo), 7he @edical E'a), 7he Le#al %ns(ection, Detainees, 7he ,tairs of ,e(aration, and 7he Fissin# =ost$ 4$ *s i))i#rants finished (rocessin# at Ellis %sland, )any entered their ne& li es &ith fear, antici(ation and ho(e at &here to settle ne't$ ,o)e (referred the co)forts of i))i#rant co))unities near Ellis %sland, others ho(ed to find -etter o((ortunities outside the #reater +e& Gork area$ % &ill ha e the students (artici(ate in a find me a home acti ity &here they choose the -est location for a ne&ly arri ed i))i#rant fa)ily fro) =oland to settle -ased on three locations and their attri-utes$ 3$ %t is said that four out of ten *)ericans can trace their ancestry to those &ho ha e co)e throu#h Ellis %sland$ % &ill ha e the students do a cultural study of hisBher fa)ily$ 7he students &ill then )ake a (oster -oard includin# (ictures of ancestors that i))i#rated and dates of i))i#ration, country of ori#in, fla# of country of ori#in, foods and traditions of the country, #eo#ra(hy and #o ern)ent infor)ation on the country$ 1$ % &ill di ide the classroo) into t&o #rou(s6 one #rou( &ill -e assi#ned the years 13108 1120 and the other 1120811"0$ 7he #rou(s &ill then research )a;or &orld e ents 2&ars, econo)ic -oo)Bdecline, and natural disasters5 durin# these ti)e (eriods, and i))i#ration nu)-ers to the United ,tates$ % &ill ha e the students conduct further research re#ardin# fro) &hich countries these i))i#rants ca)e$ 7hey &ill then do a (ie chart illustratin# (ercenta#e of i))i#rants fro) each country durin# this ti)e (eriod$ 7he students &ill then (ost their findin#s in the roo) and co)(are and contrast the infor)ation as a #rou($ % &ill also ha e the students &rite on inde' cards!

1$ each )a;or &orld e ent durin# this ti)e (eriod and the year it occurred 2$ the years &hen i))i#ration (eaked 3$ the years &hen i))i#ration and declined % &ill then ha e the students each take an inde' card and line u( chronolo#ically$ Ainally, % &ill ha e the) (ost the ti)eline on a &all in the classroo)$ 10$ % &ill (ost the %))i#ration *ct of 11246 the la& that li)ited the annual nu)-er of i))i#rants &ho could -e ad)itted fro) any country to 2H of the nu)-er of (eo(le fro) that country &ho &ere already li in# in the United ,tates$ % &ill discuss &ith the class ho& the -asic (ur(ose of the la& &as to (reser e the ideal of *)erican ho)o#eneity$ % &ill then di ide the roo) in half6 half of the students re(resentin# su((ort of the la&, half of the students o((osin# the la&$ 7he students &ill then (artici(ate in a de-ate a-out the (ros and cons of the la&$