LU Title: "Don’t Miss The Boat"
Grade Level :4
Authors: J. Prindle, C. Riedl, J. Rose, D. Wheelin
Subject: Social Studies
School Address: West Kendrick Ave., Hamilton, New York 13346
School Phone/Fax: 315-824-3300/ 315-824-3745
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Reasons why immigrants came to NY State |
Analyze perspectives/ recognize points of view |
| What life was like for the immigrants coming to NY -entering through Ellis Island and settling in NY State |
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| Knowledge/ appreciation of student’s personal ethnic backgrounds |
Essential Questions
| Why is it necessary for people to leave one settled area and move to another? |
| In what ways was the immigrants life changed or...the same after entering through Ellis Island? |
| What are my roots and what do they mean to me? |
Initiating Activity
Leaving Home
Culminating Activities
International Fair which will include:
• Family History Book
• Family History Museum with objects/artifacts
• Class mural depicting past/present immigration and cultures of students in the classroom
Connection to State Learning Standards
The standards used below are from New York State - modified by the McRel Institute through Madison-Oneida BOCES
Content Area: Social Studies
Level: 4th Grade
Standard 1: 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.
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
• Identify individuals who have helped to strengthen democracy in the United States and throughout the world.
4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
•Students consider different interpretations of key events and/or issues in history and understand the differences in these accounts.
•Explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State.
•View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
Standard 2: 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.
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
•Students will explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop.
2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
•Students will distinguish between past, present, and future time periods.
•Students will develop timelines that display important events and eras from world history.
Standard 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S.and other nations; the U.S. Constitutuion; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
•Students will explain the probable consequences of the absence of government and rules.
2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government
•Students will know what the United States Constitution is and why it is important.
•Students will understand the structure of New York State and local governments, including executive, legislative, and judicial branches.
Content Area: English/Language
Level: 4th Grade
Standard 1: Language for Information and Understanding: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
• Students will know the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines).
• Students will use a variety of sources to gather information for research topics ( e.g., encyclopedias, dictionaries, maps, charts, photos).
•Students will use strategies for note-taking and organizing and categorizing information.
• Students will ask questions in class ( e.g., when he or she is confused, to seek others’ opinions and comments).
2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.
•Students will present information in a variety of oral and written forms ( e.g., summaries, paraphrases, brief reports, stories, posters, and charts).
•Students will make some effort to have a clear point when speaking to others.
Standard 2: Language for Literary Response and Expression: Students will read, write, listen, and speak for literary response and espression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
1.Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
•Students will apply reading skills to a variety of literary passages and texts ( e.g., poems, fables, myths and legends, songs, plays and media productions, fantasies, historical fiction, biographies, autobiographies, works of fiction and nonfiction).
•Students will know the defining characteristics of a variety of literary forms and genres ( e.g., fairy tales, folktales, fiction, nonfiction, myths, poems, fables, fantasies, historical fiction, biographies, autobiographies).
2. Students will speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered
•Students will write in response to literature ( e.g., advance judgments; support judgments with references to the text, other works, other authors, nonprint media, and personal knowledge).
Content Area: Math
Level: 4th Grade
Standard 1: The students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
l. Abstraction and symbolic representation are used to communicate mathematically.
•Students will represent mathematical ideas and problems situations in a variety of forms (e.g., translates from a diagram to a number of symbolic expression).
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
•Students will use a variety of equipment and software packages to enter, process, display, and communicate information in different forms (e.g., text, tables, pictures, and sound).
• Students will gather information from printed media and community resources ( e.g., newspaper or magazine index at the local library).
Content Area: Art
Level: 4th Grade
Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
1. Visual Arts - Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.
• Students will use elements and principles of art ( e.g., line, color, texture, shape) in order to communicate their ideas.
1. Dance - Students will perform a dance form
• perform simple dances with a beginning, middle, and ending
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Initiating Activity: "Leaving Home" •Reasons why immigrants came to NYS (2 day activity)
"Leaving Home"
Reasons why Immigrants came to NY State
•What was occurring in other countries that impacted the decision to come to America?
What life was like for the immigrants coming to NYS ?
What was it like entering through Ellis Island?
•the inspection process that all immigrants faced at Ellis Island • the main reasons why immigrants were scrutinized before being granted permission to enter the U.S.
What are my roots and what do they mean to me? •appreciation of their background, and cultural differences
•Their own family history
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Teacher introduces students to "The Immigrant" •Listening Activity: Teacher read-a-loud •Photographs of Immigrants •Take Home Assignment: -Students pack their own bundles using a pillowcase.Can fill with anything they choose but not to exceed10 lbs. •Consider:"Checklist" Teacher models "talk-aloud"
With partners-students identify and explain their choices for their bundles •Partners form groups of six to share their responses and experiences. -facilitators identify the variety of decision-making that occurred within their group
•Teacher and Library Media Specialist model research process: Students research/search for stories and/or diaries of actual immigrants on the Internet (may be independent or with partners) •Teacher: Read-a-loud and Literature Groups
Teacher Directed : •ID basic life skill questions that need to be solved. •Provides guided questions Literature (alternative choices see bibliography) Excellent sources: •The Wild Flower Girl (Ireland) •When Jessie Came Across the Sea (Eastern Europe) •Klara’s New World (Sweden) •All the Lights In the Night (Russia) •The Long Way To A New Land (Sweden) •So Far From Home (Irleand) •The Tenement Writer (Poland) Students demonstrate what they have learned/internalized - see "procedural knowledge"
reads aloud exerpts from selected books: •The Cat Who Escaped From Steerage - Evelyn Mayerson •Immigrant Kids - Russell Freedman •An Ellis Island Christmas - Maxinne Deighton •It’s Only Goodbye - Virginia Gross •The Long Way to a New Land - Joan Sandin •When Jessie Came Across the Sea - Amy Hest • Klara’s New World Jeanette Winter Library Media Specialist and Enrichment Coordinator will bookmark Internet sites that contain personal accounts of past immigrants: http://www.bergen. org/AAST/projects/ Immigration/reasons_for_immigration.html
"Park In A Pack" Ellis Island Activities Traveling Kits on loan from the National Park Service Statue of Liberty, National Monument, Liberty Island e-mail: stli_info@nps.gov or phone 212.363.7620 •view videos in pack •read oral histories included in pack •descriptions of mental and physical health evaluations •photographs/prints •literature (Ellis Island Guide Book)http://www.ellisisland.or g/book3.html
http://www.ichannel.com/features/ellis/
http://www.ichannel.com/features/ellis/processing.html Audiotape: Immigration Then and Now - Karen Baicker Internet sites are bookmarked: http://www.ellisisland.org/ http:www.cmp.ucr.edu/exhibitions/immigration_id.html •Literature: Teacher: selections read out loud: Sarah, Also Known as Hannah - Lillian Ross When Jessie Came Across the Sea - Amy Hest Journey to Ellis Island - Carol Bierman America’s Children -Linda Etkin
Topic - Was the U.S. Bureau of Immigration justified in sending immigrants back to their home countries?
Interviews: •parent/grandparents/ relative interviews •references (name books) web site for first names: www.babycenter.com/ babyname/index.html •to research their first name •to research their last name
Create a "Family HistoryBook" using software and CD-Roms: •Easy Book Delux •Immigration •Ultimate Family Tree
•Family Memorabilia -Bibles - Diaries -Deeds -Marriage Certificates |
Students summarize story content and react- i.e. what was it like to be an immigrant? Who were they?
Similarities and Differences •Consider: "Check List" 1. need on their trip 2. remind them of their home 3. food items 4. things they might want when they get to America
Choice/Reason Chart
•Refer to Choice/Reason charts during their discussion. -revise charts in large groups.
•"Cause and Effect Chain Graphic Organizer" Students Choice: •written summary charts- "Story Pattern" (p.49) (See bibliogaphy/ teachers - Graphic Organizers -Flynn •Data Boxes (p.43) Graphic Organizers- Flynn •Key Points (p.20) Graphic Organizers- Flynn
•"Corners" share-a-loud Literature groups: •Student Experience Diary (Cause/effect focus) -recording thoughts using sentence format -statements supported with evidence found in source (documentation to support opinions
Students record their reactions over time as they experience literature, stories, diaries etc. on the Internet
•3-minute pause
•Summary Graphic organizer •Simulation of Examination process at Ellis Island
•3 minute pause (Think-Pair-Share) KWL • Summary Rubric
•Graphic organizer - Teacher supplies the questions
teams
Make topic webs with 4 main subtopics with supporting details
Thinking Frames •reference skills
activities
•List of interview questions designed by learning teams • Teacher modeling interview procedural techniques.
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•Teacher read-a-loud Chaper 1 from the book The Tenement Writer: An Immigrants’ Story •Students "Think-Pair Share" •Complete Teacher- charts as they observe the variety of photographs and identify what these people have in common/their differences. •Homework assignment: Demonstrates- "talk- aloud"- hers/his thought process as contents for the pillowcase are selected using the check list.
•Teacher charts responses to be used later Teacher reviews large chart with students and makes revisions •Teacher places chart on "Learning" wall to be revisited at a later date.
•Teacher and Library Media Specialist model search techniques: -ID how to access internet and utilize bookmarks for finding "Primary Sources"
Teacher Charts: Basic Life Needs Teacher’s guiding questions before reading or listening to help students identify what is important in their reading: (focus continues on cause/effect) In Literature Groups: •students record and share their opinions supported by examples in the literature/source Teacher guiding questions: •Daily general questions that give direction over an extended period of time, become part of the "Learning Wall" in the classroom •Students are constantly asked "How do we fit the picture-or do we?
Teacher reads exerpts from literature selections
"Mind Pictures" during the readings which will be incorporated into a classroom mural of various immigration scenes
their sketches orally describing what they were trying to portray
•Describe: What will be done Pre-viewing direction: Teacher uses KWL to identify what the students already know and generate questions about the Ellis Island Experience. Teacher charts responses. Video is shown in segments. during pauses student "Think-Pair-Share." key points and record them in their summary graphic organizer. When the video concludes, students write key points in their own words. This process is used throughout their exposures to a variety of sources, primary and secondary. Before summaries are written students will experience a simulation of the examination process.
Ellis Island Re-enactment Students will be divided into two groups: inspectors and immigrants. Role cards will be distributed. Immigrants receive a brief family history. Inspectors have a list of questions to ask the immigrants, such as: what is your name, birthday, names and members of your family? What country are you from? Are you ill? Have you been in prison or the hospital? What do you plan to do for work? Do you have money and how did you get it? Where will you live? Debriefing: Teacher asks students to reflect on reasons why some immigrants were refused entrance. Group discussion.(How would you feel if you had been rejected or a member of your family? How did it feel to be questioned?) Students use their experiences and graphic organizers to write their summaries using a rubric as a guide.
•Students are encour- aged to become detectives using photographs, video- tapes and web sites to deduce clues about the lives and personalities of the people depicted Students add pictures to classroom mural
perform skits
topic and complete their web
present their pro and con positions •Formalized assessment *see #1 under procedural
Teacher introduces "Thinking Frames" For interview: "How did you happen to get your first name? (relative, friend, famous person, parent preference) •Students form teams of 4, brainstorm possible interview questions and chart them/shared with class. Specific questions selected/teacher responsible for creating an interview packet with these guiding questions "What does your first name mean?" With a partner, studentts identify "best practices." to use during an interview. Students interview individuals over at least weekend to allow adequate time. Students use the web site for the Baby Center. Students return to share findings with peers and record the information in the desk top folder Students follow same procedures to find information on their last names
Students create their own "Family History Book"
their own illustrated books about their family "heritage"
•Students collect family memorabilia
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Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| SOCIAL STUDIES: Identify: •Reasons why immigrants came to NYS •What was occurring in other countries that impacted the decision to come to America? (Informal assessment) "packing list
Students will gain an understanding of what it was like for the immigrants coming through Ellis Island.
Formal assessment for content knowledge covered up to and including Ellis Island Use a document based question •analyze documents about the immigration process and write an essay based on the documents
MATH:
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Students revisit/revise "Leaving Home" Activity "Choice/Reason Chart" -make a packing list justified by what they have learned
Role playing activity.
Documents
ment Coordinator will "whack" selected web sites to be used:
Specialist instruct the students in key word searching
by using key word "timeline"
two CD programs from Sunburst - "Data Explorer" and "Graphers"
site: http://www.bergen.org/AAST/ projects/Immigration/waves_of_ immigration.html
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•First as groups of six, students review and revise their original list-discuss their reasons for their new choices •then students individually create a new "packing list" New: choice/reason chart -ID what they would change •keep •add •subtract •Teacher needs to chart large group share as group facilitators identify the variety of (new) decisions ie. strategies by members of group •Teacher /students compare original chart to new chart
Ellis Island Re-enactment Students will be divided into two groups: inspectors and immigrants. Role cards will be distributed. Immigrants receive a brief family history. Inspectors have a list of questions to ask the immigrants, such as: what is your name, birthday, names and members of your family? What country are you from? Are you ill? Have you been in prison or the hospital? What do you plan to do for work? Do you have money and how did you get it? Where will you live? Debriefing: Teacher asks students to reflect on reasons why some immigrants were refused entrance. Group discussion.(How would you feel if you had been rejected or a member of your family? How did it feel to be questioned?) Students use their experiences and graphic organizers to write their summaries using a rubric as a guide
Students will read the documents, write the scaffolded answers and then write the essay (In preparation for NYS Social Studies Test)
a timeline around the walls of the classroom that shows the movement of immigrants to the United States
above information including estimated immigration population to graphically display countries of ancestral origin of the students and estimated immigrant population as line or bar graphs
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Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… Revisit/revise "Leaving Home" Activity
Reasons why immigrants came to NY State
Immigration Then and Now (compare/contrast) |
What reasoning process will they be using?
"Choice/Reason Chart" making a packing list justified by what they have learned
Analyzing Perspectives Constructing Support
Comparing |
Describe what will be done.
Class discussion on items chosen by students. Reasons given and revisions made if necessary.
Students using primary sources.
Students will write and perform skits about the lives of immigrants both past and present. |
Culminating
Activity
International Fair: for Project Fair Night
An evening affair where the families and community members are invited to view the outcomes of the "Don’t Miss the Boat" project. Family History Books will be on display along with a mini museum with objects and artifacts. The class mural depicting past and present immigration will act as a backdrop for the displays. The cultures of the individual students may be reflected as well. Students will choose immigrant identities, dress appropriately and role play during the evening. Other displays that may be included in the evening’s program are: holidays, food, flags, geography, language, music/dance, folktales and customs.