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.

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  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
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe reform movements and changes in social conditions during the Progressive Era in the U.S.
  • Relate experiences of new immigrants.
  • Identify working conditions before and after workplace reforms.
  • Identify leaders associated with specific political and social reforms.
  • Recognize goals of the early Civil Rights Movement.
  • Explain key details of the Progressive Movement in specific amendments to the Constitution.
Teacher Vocabulary:
  • immigrants
  • reforms
  • movements
  • 16th, 17th, 18th, 19th, and 21st amendments origin
  • Progressive Movement
  • Populists
  • temperance
  • trustbuster
  • muckraker
  • repeal
  • Homestead Act
  • child labor
  • corporation
  • civil rights
  • Ellis Island
  • Angel Island
  • workman's compensation
  • Civil Rights Movement
  • NAACP
Knowledge:
Students will know:
  • Immigrant experiences at Ellis Island and Angel Island. Workplace reforms that took place during the Progressive Era (i.e., 8 hour work day, child labor laws, and workman compensation laws).
  • Key leaders of the Progressive Era that contributed to reforms in the United States (Theodore Roosevelt-National Parks System, Jane Adams-Hull House, Clara Barton-American Red Cross, Julia Tutwiler-Education/Prison Reform).
  • Social reforms of the Progressive Movement.
  • The early goals of the Civil Rights Movement and the purpose of the NAACP and other early civil rights organizations.
  • Provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the U.S. Constitution.
Skills:
Students are able to:
  • Identify impacts of historical events.
  • Describe historical movements by comparing and contrasting.
Understanding:
Students understand that:
  • There were causes and the effects, both immediate and lasting, of various reform movements pertaining to immigration, labor, political, social, and constitutional amendments during the Progressive Era in the United States.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

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

Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Identify cultural developments in the US from 1900 through the 1930s by describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age.
  • Identify contributions of turn-of-the century inventors.
  • Describe the emergence of the modern woman.
  • Identifying notable persons of the early 1900s.
  • Compare results of various administrative economic policies of Harding, Coolidge, and Hoover.
Teacher Vocabulary:
  • Harlem Renaissance
  • Jazz Age
  • suffragettes
  • suffragists
  • flappers
  • personal credit
  • stock market crash
  • Immigration Act of 1924
Knowledge:
Students know:
  • The cultural and economic developments of the early 1900s.
Skills:
Students are able to:
  • Characterize the impact of notable people and events that shape our world.
  • Compare multiple points of view to explain economic policies.
Understanding:
Students understand that:
  • Major cultural and economic changes took place in the US during the early 1900's.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

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