Ellis Island: Gateway to America by Michelle Wrobel

Ellis Island: Gateway to Americaby Michelle Wrobel

Students will take on the roles of individuals in the immigration process through Ellis Island (child immigrant, adult immigrant,

customs officer, inspectors) . Students will use this guided tour of the immigration process through Ellis Island to crate a historical

reenactment. The unit will conclude with a field trip to Ellis Island.

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Teacher Introduction Learners Standards Teacher Process Resources Credits

IntroductionEllis island was the entryway for thousands of immigrants into the United

States and a hope for a better life.

The year was 1892 as Annie Moore arrived through Ellis Island as the first immigrant processed through the gates at Ellis Island.

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TasksBy the end of this Web Quest, you will:

– Research immigration through Ellis Island by exploring websites

Create a historic timeline of Ellis Island

Create daily journals from the point of view of an

immigrant on their journey to the United States

– Synthesize your research with your group members and present a reenactment of an Immigrants journey– Visit Ellis Island

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ProcessCreate a Historic Timeline of Ellis Island

– View A Gateway for Millions, be sure to view the images and historical content critically.– Visit the Ellis Island Webpage , find the Ellis Island link and proceed to read about the history, view the photo albums and the timeline.– Read the original New York Times Fire on Ellis Island, once you have linked to

the New York Times article view the full article as it was originally published.

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Process 1 Process 2 Process 3 Process 4 Process 5

Create an Immigrant Journal • View the Ellis Island Webpage and locate the Ellis Island tab. Navigate

to the Immigrant Experience and view the timelines by clicking on each time period and read the information below. Remember from your work yesterday when Ellis Island opened and begin your work today with the time period the immigration station opened.

• Visit Ellis Island: Gateway to America, concentrate on who the immigrants were and the exams they were required to take before entering the United States.

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Process 1 Process 2 Process 3 Process 4 Process 5

Create an Immigrant Journal ContinuedVisit the Scholastic Webpage and view the interactive tour of Ellis Island. Listen to the stories of the immigrants, view the photos and read the captions.

You have just left your homeland for a new beginning in America. Write about your journey include: your voyage, arriving at Ellis Island, the customs process and finally leaving Ellis Island to begin your new

life as an American citizen.

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Process 1 Process 2 Process 3 Process 4 Process 5

Historical Reenactment Now that you have learned who the immigrants were and about their journeys, you will create a historical reenactment of the immigration process. You will work in groups of 3-5 and may choose to portray any part of the immigrant experience from leaving their homeland to leaving Ellis Island and anything in between.

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Introduction Tasks Process EvaluationProcess 1 Process 2 Process 3 Process 4 Process 5

Field Trip to Ellis Island

Now that we have completed our unit on immigration

through Ellis Island we are going to experience Ellis Island first hand!

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Process 1 Process 2 Process 3 Process 4 Process 5

EvaluationImmigration Through Ellis Island Rubric

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Exemplary4

Qualified3

Developing2

Beginning1

Journals Student maintained focus on prompt throughoutStudent wrote from the point of view of given characterInformation stemmed from research of immigration and Ellis Island

Student mostly maintained focusStudent mostly wrote from the point of view of the given characterMost information stemmed from research of immigration and Ellis Island

Student often lacked focusStudent mostly did not write from the point of view of the given characterSome information stemmed from research of immigration and Ellis Island

Student had no focusStudent did not write from the point of view of the given characterNo information stemmed from research of immigration and Ellis Island

Timeline Timeline was complete with an accurate

description for each event

Timeline was complete with an accurate

description for most events

Timeline was complete with dates and events

Timeline was incomplete

Presentation of Reenactment

Student demonstrated the point of view of their character with confidence

Student mostly demonstrated the point of view of their character with some confidence

Student sometimes demonstrated the point of view of their character with little confidence

Student never demonstrated the point of view their of character

Collaboration with Group Members

Student worked well with others and made excellent use of time

Student mostly worked well with others and made good use of time

Student sometimes worked well with others and sometimes made good use of time

Student did not work well with others and made poor use of time

Teacher IntroductionThis Web Quest is a way to get students to

actively think about the immigrations process through Ellis Island. Many students are themselves immigrants or 1st generation

Americans and they can relate their stories to the past. Students will become immigrants

through the journal writing and the concluding reenactment. This Web Quest incorporates language arts as well as social studies into a

week long unit for 4th grade students.Home

Teacher Introduction Learners Standards Teacher Process Resources Credits

Learners• This Web Quest is intended for 4th grade students

learning about immigration.• Group size for Historic Reenactment should be 3-5

students.• More Advanced students can journal from the

perspective of more than one character.• The project can be extended with more in-depth

journaling for older students (1 month project-a daily journal for the length of the voyage)

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Standards• New York State Standards

– Social Studies• 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.» Key Idea 1: The study of New York State and United States history requires

an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

» Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

» Key Idea 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.

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Standards 1 Standards 2

Standards ContinuedLanguage Arts• Standard 1

– 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.

• Standard 3 – Students will read, write, listen, and speak for critical analysis and

evaluation.• As listeners and readers, students will analyze experiences, ideas, information,

and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.     

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Standards 1 Standards 2

Teacher Process• This Web Quest requires a week to complete

(may be extended for more in-depth look)• The beginning of the unit should focus on

gathering information and journaling to understand their characters for the final reenactment

• The final reenactment is intended to let the students be creative and express the characters they developed through journaling

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Resources• Web sites Used

– http://pbskids.org/bigapplehistory/immigration/topic7.html

– http://www.ellisisland.org/genealogy/ellis_island_history.asp

– http://query.nytimes.com/gst/abstract.html?res=FB0A13FC3D5911738DDDAC0994DE405B8785F0D3

– http://www.ellisisland.org/default.asp– http://library.thinkquest.org/5101/index.htm– http://teacher.scholastic.com/activities/immigration/

tour/stop1.htmHome

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CreditsAll images were found from Google as follows:

whoinvented.orgmembers.virtualtourist.com

tripsgeek.comnaturallysingle.compaulgassfamily.com

 nyc-architecture.comlatinamericanstudies.org

ellis-island-guides.blogspot.comus.history.wisc.edu

http://www.loc.gov/pictures/resource/cph.3b46739/archives.neuralgourmet.com

latinamericanstudies.orgflickr.com

trekearth.comonyourmarks.free.frnorwayheritage.com

bigredhen.comwww2.medford.k12.wi.us

purduecal.eduplanetware.com

fineartamerica.com

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Credits