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Core curriculum standards and performance indicators for history are: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
ISTE NETS for Students standards: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. b. c. d. apply existing knowledge to generate new ideas, products, or processes. create original works as a means of personal or group expression. use models and simulations to explore complex systems and issues. identify trends and forecast possibilities.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. b. c. d. understand and use technology systems. select and use applications effectively and productively. troubleshoot systems and applications. transfer current knowledge to learning of new technologies.
Lesson Objective(s): Student will have a firm understanding of the lesson content, 20th century immigration. Students will learn and connect the main themes and concepts of the lesson being instructed which 20th century immigration and focuses on Ellis island. Students will be able to accurately and appropriately explore the Ellis Island website and obtain useful information that can help answer the assigned questions. Students will understand the importance of immigration and it`s affects within American society Students will be able to use lines of inquiry to help narrow down the searches, they will be conducting on the website particularly when trying to track down relatives or ancestors.
Students will be able to effectively utilize technology and understand its application to the subject. Students will be able to answer several essential content based questions through the application of a technology. Students will be able to actively explore trends and lines of inquiry though the use of a technology, in this case, a website. Students will be able to connect main points of the taught lesson to the overall impact and importance of the technology based activity. Students will be able to engage on a summative discussion on both the activity and lesson that will illustrate their understanding of both the lesson and its importance. . Introduce the Learning Activity: A. I will communicate the main lesson objectives to the students through the use of a PowerPoint presentation. I will tell them what they will learn throughout the course of this lesson by introducing a bell ringer activity or an introductory question.
B. I will get the students interested in this lesson by explaining the importance and the impact of this lesson. I will also have the students engage in an activity that that involves research and looks at the different backgrounds of the student’s family, which is bound to peak their interest. Provide Information: A. I will open up the class with a question that leads them into the topic I’m talking about which in this case is immigration. I will then talk about trends of immigration and show a map containing charts of levels of immigration during the early twentieth century through a slideshow presentation. I will then discuss what I consider to be the overall general themes of immigration such as deteriorating conditions, stable economy, and selective laws. I then introduce Ellis Island and outline its importance and describe to the students the way they should go about learning about Ellis Island. The students will then learn about a type of asking questions called lines of inquiry that helps student validate a source. I will provide the students with numerous examples of lines of inquiry and reestablish the significance of looking at this period of history while using the technique of lines of inquiry to examine it`s positive and negative effects. I will have the class tour three different websites. The first two websites give a visual online tour of Ellis Island, the main center of immigration and the last one takes them to the real Ellis Island website where they will explore and answer the questions assigned on the attached sheet. I will end the class with a discussion of what they learned from the websites.
Provide Practice: A. Students will be allowed to explore the official website of Ellis Island. There they will be able to examine different patterns of immigration and be able to trace their family name and those of their friends through this website linked database. B. The students will practice the task mentioned above individually at their computer. Near the end of class there will be some joint group discussion on what they found on the website and their opinions but for the most part their use of this technology will be individual. Provide Knowledge of Results: A. The class will engage in a question and answer forum or discussion on the lesson`s objectives and what they learned and thought of the activity. B. Before I begin teaching I will hand out a sheet of paper that has several open ended short answers questions about different things they found on the website. The question`s main purpose will be to determine whether they fully grasp the significant impact of immigration in the early twentieth century. At the end of class I will collect these papers and review them as well as provide feedback to the students. Review the Activity: A. A lot of the main points of this lesson will be covered in the PowerPoint presentation before the activity and the main points and objectives learned during the activities will be cover in the quick discussion after adequate time utilizing the technology to complete the activity. Method of Assessment: A. At the end of class I will collect the papers that were handed out early in the class which contained several crucial short answer questions that the student will be able to complete answer based on the activity. I will review and write down feedback on these handouts. These handouts will also help me determine if the students had grasped the concept of 20th century immigration and could effectively utilize lines of inquiry.
Name: Ellis Island Assignment Part 1: Background knowledge
How long was Ellis Island open for?
Who was the first immigrant admitted to Ellis Island?
What does the website claim are the four major reasons for “massive human migration”?
What were the differences between first, second and third class citizens who were migrating?
What two agencies were responsibly for processing immigrants at Ellis Island?
Part 2: Utilizing Lines of Inquiry Step 1: Go to the section of the website that allows you to search for passengers. Try and find family members through this website, write down how many different ways you tried to limit your selection. Then make of list of different questions that would have helped you limit you search.
Step 2: Go to the genealogy page and scroll down. Read several of the stories then using lines of inquiry determine why or why not you find them reliable.
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