Illinois State Standards:
IL.16.A.1a: Explain the difference between past, present and future time; place themselves in time.
IL. 16.A.1b:Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
Activity: Students will read two sections of the timeline titled: 1775-1865 and 1865-1892. Students will be given five events about history of Ellis Island. Using the text as a resource, students will then put the events in chronological order according to the text.Resources:
(2010, February 22). "Ellis Island Timeline." Retrieved February 23, 2010, from A&E Television Networks: http://www.history.com/content/ellis-island/timeline
Illinois State Standards:
IL. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
IL.16.A.1c: Describe how people in different times and places viewed the world in different ways.
Activity: Students will learn what the word “immigrant” means and then what is means to be an American through discussion. Students will be placed into groups of 4-5 to discuss their individual cultural backgrounds. The teacher will write down student’s ideas and thoughts about their culture and then relate it to the affects of immigration shaping who we are today.Jango-Cohen, J. (2008). Ellis Island: Cornerstones of Freedom New York: Scholastic Children’s Press.
Illinois State Standards:
IL. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
IL.16.C.2c: Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present.
Activity: Students will take virtual tour of website provided in the resources. As students take the virtual tour of Ellis Island, they will be instructed to pay close attention to: how the families traveled, the reasons why immigrants came to America, and the requirements upon and after entering the country. Students will then collectively discuss what they noticed from the tour with the class, and the teacher will instruct further by having students associate how immigrants traveled in poor conditions to how people travel today by airplanes, trains. (An example of question: What are examples of the ways in which immigrants traveled to how we travel today? *Answer: Need identification, suitcases, travel documents like air tickets, etc.)
Resources:
Scholastic, Inc. (2010, February 22). "Immigration-Stories of Yesterday and Today: An Interactive Tour of Ellis Island" . Retrieved February 23, 2010, from : http://teacher.scholastic.com/activities/immigration/tour/index.htm
Object Box 4: Statue of Liberty
NCSS Thematic Strand: Individuals, Group and Institutions
Illinois State Standards:
IL.16.A.1c: Describe how people in different times and places viewed the world in different ways.
IL.18.A2: Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.
Activity: Before conducting the activity, students will be given a puzzle and be asked to construct the puzzle as a class. Then, students will read Emma Lazarus’s poem together as a class. The teacher will have students look at the lines, “Give me your…door,” and talk about what Lazarus implies. Using the construction of the Statue of Liberty, the instructor will use the puzzle as a visual for the class to discuss what the Statue of Liberty meant to immigrants (freedom, opportunity). Students will make an acrostic poem with the words “Statue of Liberty” involving concepts/terms associated with immigration.Resources:
Statue of Liberty Puzzle: Morris Library IMC 3-D SOCI 369
Lazarus, E. (1883). "The New Colossus-Poets.org". Retrieved February 23, 2010, from : www.poets.org/viewmedia.php/prmMID/16111
Object Box 5: Making the ConnectionsNCSS Thematic Strand: Individual Development and Identity & Culture
Illinois State Standards:
IL.16.D.1 (W) Identify how customs and traditions from around the world influence the local community.
Activity: Students will investigate how various cultures have shaped American society. Students will read booklets within the set “American Dream Activity Cards” and learn how cultures have impacted the society we live in today. Students can choose what booklets to read from based on the ancestry they think they originated, or what culture interests them. As class students can discuss the impact English, Scottish, Welsh, and Irish immigrants brought to the United States. Students can then compare the traditions and values to how Illinoisans live today. Resources:
Morris Library: “American Dream Activity Cards” IMC 3-D SOCI 280
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