Historical Detective Read your clue line(s) in partners. Discuss evidence which may indicate: Topics/Subjects Where/Location?

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Presentation transcript:

Historical Detective Read your clue line(s) in partners. Discuss evidence which may indicate: Topics/Subjects Where/Location? Who/What? Get in as many pairs to gather evidence as possible…you are the detectives! Be prepared to share your hypothesis back in the Historical Squad Room.

Immigration (1880 through 1920)

1865-1915 -War, Famine, Over-population, Persecution 13 million to the US -War, Famine, Over-population, Persecution

Passage -By ship – life savings -Steerage– working class -Cabin Class– extra $20

Reading: “Steerage,” by John Jakes As you read the selection, underline phrases which impress you, or you think are important to emphasize. When you finish reading, mark at least four phrases to “text render”* with the class. * “Text Rendering” is an oral jump-in reading of phrases from any reading. Lines can be read multiple times during the continuous rendering by the class. (Today we will just read the selection for information on Steerage class.)

Observe the photograph. What is in the picture? What Sights, sounds, smells...capture the setting, feelings. Write freely, continuously, to capture the scene from a first person perspective on the ship.

What 1890s attitudes toward immigration do you see? What reactions, thoughts, opinions might you have as your character from the last writing? Write continuously for three minutes to capture your thoughts.

What 1890s attitudes toward immigration do you see? What reactions, thoughts, opinions might you have as your character from the last writing? Write continuously for three minutes to capture your thoughts.

PROCESSING: Voices heard in lesson, Students' shift in thinking, Writing and complexity of thinking, teachers listening with a professional ear – Formative Assessment Common Core Standards: *Students Who are College and Career Ready in Reading, Writing, Speaking Listening and Language: ... build strong content knowledge. ...comprehend as well as critique ... value evidence. ...come to understand other perspectives and cultures. *Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. *Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding Of the text as a whole. *Determine the central ideas or information of a primary or secondary source, provide an accurate summary that makes clear the relationships among the key details and ideas. California Social Studies Standards: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

Reading ‘standards for Literacy in History/Social Studies 6-12 Grades 6-8 - Cite specific textual evidence to support analysis of primary and secondary sources. Grades 9-10 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Grades 11-12 -Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.