I. Curricular Framework

Concept:

Human Rights

Essential Question:

How is a study of Ellis Island a study in Human Rights?

Bridge:

The Journey

Content:

Immigration

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Experience feelings similar to the depersonalization of the immigrants on Ellis Island in the early 1990's.

Activity: Recreate an Ellis Island experience: Students will each be presented a 3" x 5" card with different information. This card is to be used as an Immigration Entry Permit to arrive in America on Ellis Island. The classroom will be set up with waiting areas and lines; an Immigration desk; Public Health inspection area and a quarantine area; and an information desk. Students will be "processed" according to information on their individual cards.

EXAMPLE:
Name: Faulkner, Una
Country of Origin: Czechoslovakia
DOB/Age:11/7/82 (19 yrs.)
Family Status: married; infant daughter died aboard ship with measles (husband is stone mason/carpenter)
Reason for Immigration: Political; no relatives in USA
English Speaking: No
Health: Ill

Assessment: Active participation.

2. Attend: Attending to the Connection

Objective: Analyze "Ellis Island Experience."

Activity: Discuss feelings generated by experience. Panel of Speakers: former Federal Marshall, School Nurse, someone who has been to Ellis Island. Journal entry.

Assessment: Active participation in questioning of speakers; completion of journal entry.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Compare and discuss Ellis Island experience in classroom with immigrant experience presented video.

Activity: View video: "The Immigrant Experience: The Long, Long, Journey." Visual analogs portraying feelings of immigrants.

Assessment: Active Participation in discussion.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Present information regarding reasons for immigration to America and the hardships faced in coming to a new country.

Activity: Pretest. Teacher guided discussion, lectures, directed study, reading assignments, etc. Read short stories; do map study and readings related to this time in history. Vocabulary study. Journal entries.

Assessment: Completion of assignments.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Demonstrate knowledge of reasons for immigration and hardships faced in coming to a new country.

Activity: Post-test, worksheets, map study. Vocabulary assignments, journal entries, research. Writing assignment: using identity cards (see Quadrant 1, Right), students will develop a written assignment (essay, letters, newspaper article) regarding this individual's past, family life, country of origin, hardships, reasons for immigration, experiences in travel, Ellis Island.

Assessment: Completion of assignments.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Develop and extend their understanding of the immigrant experience.

Activity: Design and "fill" suitcases with personal items brought to the New World by the students' immigrant persons.

Assessment: Completions of project.

7. Refine: Refining the Extension

Objective: Analyze projects.

Activity: Refine and critique projects in groups and with teacher.

Assessment: Teacher will use rubic to grade projects; students will explain project to teacher in a small group conference.

8. Perform: Creative Manifestation of Material Learned

Objective: Share and appreciate projects.

Activity: Present and explain projects.

Assessment: Active participation.

Assessment, Phase Five,Performance, Creative Use of Material Learned: