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“Immigration To America” Fifth Grade Level

“Immigration To America” Fifth Grade Level. By: Daniela Graffeo Daniela.Graffeo05@stjohns.edu. Introduction Task Process Evaluation Conclusion Teacher Page Resources Home Page. ruct. The state tree is:. Add a picture here. Add a picture here. Add a picture here. Introduction:.

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“Immigration To America” Fifth Grade Level

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  1. “Immigration To America”Fifth Grade Level By: Daniela Graffeo Daniela.Graffeo05@stjohns.edu IntroductionTaskProcessEvaluationConclusionTeacher PageResourcesHome Page

  2. ruct The state tree is: Add a picture here. Add a picture here. Add a picture here.

  3. Introduction: • The “melting pot” has been referred to as America. During this period between 1820 and 1924, thirty-five million people left their homes and immigrated to America. On their journey, to cross this country, they faced many difficulties and a very dangerous voyage. Once they arrived to America, immigrants were inspected and went through a series of examinations, in order to be allowed into the United States.

  4. Introduction Continued… • By completing the following activities you will gain knowledge of the hardships that immigrants faced, what they had to overcome when being an American citizen and, understanding why the United States is called the “Nations of All Nations.”

  5. Task: Your task for this Web-quest is to understand and imagine yourself as an immigrant during this period. Your GOAL is to learn the challenges they faced on their journey to America, their encounters at Ellis Island and their initial reaction when arriving to America. • You will: • First, create a timeline of the period of 1890-1920 on American Immigration. • Second, use the Internet to guide you to view pictures taken during this period of immigration to Ellis Island, to see its appearance at this time. • Third, read and listen to true stories of immigrants that arrived to America. • Fourth, you will gain an understanding on how the arrival of immigrants impacted American culture.

  6. Process: Each and everyone of you are responsible for completing the following activities. The first activity will be done in groups of two. (Work with your regular partners!) The other two activities are to be done individually.

  7. Process: (continued…) • Timeline: (Day 1 and 2, Period 3 and 4) • With your partner, research American immigration and construct a timeline in your journal. Use these websites for research: www.history.com www.ebscohost.com • This timeline MUST include at least eight important, historical dates that are relevant to American immigration. At least four of these dates need to discuss large groups with different ethnicities that immigrated to America. • After you and your partner have completed your timeline, explain your reason for which date you ended your timeline with and why?

  8. Process: (continued…) • Tours of Ellis Island: (Day 3 and 4, Period 3 and 4) Watch the following tours of Ellis Island using both of these websites: http://teacher.scholastic.com/activities/immigration/tour/index.htm http://www.history.com/minisites/ellisisland/ • Also browse photographs of Ellis Island on: http://www.ellisisland.org/ • After watching both tours, answer the following questions in your journal: • When did the Ellis Island Immigration Headquarters open? • Why was it built? • Discuss the steps that immigrants underwent when arriving to America. • What would you tell a future immigrant about the process before arriving to America? After completing these questions, write a short letter to a future immigrant telling him or her what to expect when coming to the United States.

  9. Process: (continued…) • Immigrant Stories: (Day 5, Period 3 and 4) • Select two immigrant stories. Read and compare their difficult journeys. Use this website to find stories: http://www.myimmigrationstory.com • Be sure to take notes for a better explanation in answering the following questions: • Are their any similarities on both of these stories? If so, what are they? • Are their any differences in how they arrived to America, as well as life after arrival? If so, what are they?

  10. Evaluation: This web-quest will be assessed based on the following criteria: • Immigration Quiz http://school.discoveryeducation.com/quizzes/cc_dmartin/Immigration.html • The timeline was completed in cooperative groups of two. Each of you will be graded based on how well you worked with your partner, the amount of time and effort you put into your work and as well as the information you selected was relevant or not. • The tours of Ellis Island was an individual activity. Each of you will be graded on how well you wrote your letter to a future immigrant. As fifth graders, I expect all of you to be able to comprehend what you watched. This activity will evaluate your listening and comprehension skills. • The immigration stories will be evaluated on your writing skills. I expect that all of you use the proper grammar, punctuation, as well as a consistent flow in the content of your writing.

  11. Timeline Rubric:

  12. Tour of Ellis Island Rubric:

  13. Immigration Stories Rubric:

  14. Conclusion: Congratulations Class! You have had an extraordinary journey in completing this web-quest on “Immigration to America.” Welcome to America, the Nation of golden opportunities! I hope each and everyone of you is more aware now of how immigrants felt when arriving to Ellis Island and can finally appreciate the struggles that they faced. You should all now feel confident in knowing more about the process of immigration and a clear picture on how life was like for immigrants. Hopefully, you will use the knowledge you have gained, as well as never forgetting the hardships and risks that our ancestors faced in order to have a better life in America. I encourage all of you to go beyond on what you already learned this week and to explore more information on immigration, by browsing this site. http://pbskids.org/bigapplehistory/immigration/index-flash.html

  15. “God Bless America”

  16. Credits and References: • All references that were used were cited already. • Photographs were taken from Clip Art.

  17. Teacher Page • This web-quest is designed for 5th grade social studies curriculum. The students will create a timeline on the period of 1890-1920 on American Immigration, then use the internet to view pictures of this time period, read and listen to true stories of immigrants and gain an understanding on how the immigrants arrived here. • The students task is to understand and imagine themselves as immigrants during this period. Their goal is to learn the challenges they faced on their journey to America, their encounters at Ellis Island and their initial reaction when arriving to America.

  18. Social Studies Standards Addressed: • 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.

  19. Learners: • The web-quest is designed for 5th grade level. It can be easily adapted for low, medium, and high level learners. Students will be able to do the first activity in groups and the other two will be done on their own, which is a great way for them to become independent learners.

  20. ISTE NETS-S • 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students will: 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.

  21. Teacher Process: • Before beginning the Web-Quest, the teacher will demonstrate and explain what a web-quest is and how to navigate through the web-quest. • Students will work in their assigned partner/groups for their first activity and do the other two activities independently. • During the web-quest, the teacher will walk around the classroom and monitor the students progress. The teacher will make sure that all the students are on task and are doing their work.

  22. Resources: www.history.com www.ebscohost.com http://teacher.scholastic.com/activities/immigration/tour/index.htm http://www.history.com/minisites/ellisisland/ http://www.ellisisland.org/ http://www.myimmigrationstory.com http://school.discoveryeducation.com/quizzes/cc_dmartin/Immigration.html http://pbskids.org/bigapplehistory/immigration/index-flash.html

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