ALEX Learning Activity

The Ellis Island Experience: Portal to Progress

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Michelle Wilson
System:Jefferson County
School:Hueytown Middle School
  General Activity Information  
Activity ID: 1521
Title:
The Ellis Island Experience: Portal to Progress
Digital Tool/Resource:
Mindomo
Web Address – URL:
Overview:

Mindomo is a highly versatile mind-mapping tool. In this learning asset, Mindomo is used as a resource for analyzing the steps immigrants went through in order to successfully gain entrance to America.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.11- Answer who, what, where, when, and why questions about informational text, using textual evidence for support.


English Language Arts
ELA2015 (2015)
Grade: 6
13 ) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.13- Identify how individuals, events, or ideas in an informational text are presented (e.g., through examples, sequential order, fact and opinion, fact and details).


English Language Arts
ELA2015 (2015)
Grade: 6
17 ) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.17- Use information presented in different media or formats (e.g., video, print) to demonstrate understanding of a topic or issue.


Social Studies
SS2010 (2010)
Grade: 6
United States Studies: The Industrial Revolution to the Present
2 ) Describe reform movements and changing social conditions during the Progressive Era in the United States.

•  Relating countries of origin and experiences of new immigrants to life in the United States
Example: Ellis Island and Angel Island experiences

•  Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers' compensation laws
•  Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
•  Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)
•  Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
•  Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.2- Identify the problems created by industrialization and urbanization of the late 1800s including poor working conditions and unhealthy living conditions; define the concept of reform and identify at least one major reform of the Progressive Movement including child labor laws, 8-hour workdays, and cleaner living conditions in cities; identify the expansion of conservation efforts by the national parks and national forests.
SS.AAS.6.2a - Identify goals of the early civil rights movement and th


Social Studies
SS2010 (2010)
Grade: 6
United States Studies: The Industrial Revolution to the Present
4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

•  Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age
Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

•  Identifying contributions of turn-of-the-century inventors
Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

•  Describing the emergence of the modern woman during the early 1900s
Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

•  Identifying notable persons of the early 1900s
Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

•  Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations
Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.4- Identify at least one or more inventions and inventors of the late 1800s and early 1900s, including Thomas Edison (practical light bulb), Alexander Graham Bell (telephone), George Washington Carver (uses for the peanut), Wright Brothers (airplane), and Henry Ford (affordable car); illustrate the cultural changes of the early 1900s presented by at least one or more individuals including, F. Scott Fitzgerald, Zora Neale Hurston, Helen Keller, Babe Ruth, W. C. Handy, and Charles Lindbergh.
SS.A


Learning Objectives:

The students will analyze the process of a new immigrant's journey to and arrival in the United States of America.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Students will review primary source material from actual Ellis Island immigrants as well as other informational text about the immigration process and Ellis Island procedures.

Students will use that information to create a mind-map using Mindomo analyzing the process of a new immigrant's journey to and arrival in the United States of America.

Assessment Strategies:

Partner/teacher will review mind map, evaluating for connection to the primary source text as well as a synthesis of the Ellis Island immigrant's journey. 


Advanced Preparation:

Teachers should create an account at Mindomo.com to familiarize themselves with the software, and create a sample mind map to share and demonstrate with the students. They should also have students create a Mindomo account (and click the link in their email to verify the account) prior to the lesson. 

Variation Tips (optional):

To differentiate, struggling students can partner with a more advanced, independent level student. Highly advanced students can use their mind map to write a letter from an immigrant's point of view describing their arrival at Ellis Island to a friend or family member back home.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: Ellis Island, immigrants