1. Ellis Island: Gateway to America by 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. Home IntroductionIntroduction Tasks Process EvaluationTasksProcessEvaluation Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandardsTeacher ProcessResourcesCredits

2. Introduction Ellis 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. Home IntroductionIntroduction Tasks Process EvaluationTasks ProcessEvaluation

3. Tasks By 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 Home IntroductionIntroduction Tasks Process EvaluationTasksProcessEvaluation

4. Process Create a Historic Timeline of Ellis Island – View A Gateway for Millions, be sure to viewA Gateway for Millions the images and historical content critically. – Visit the Ellis Island Webpage, find the EllisEllis Island Webpage 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.New York Times Fire on Ellis Island Home IntroductionIntroduction Tasks Process EvaluationTasksProcessEvaluation Process 1Process 1 Process 2 Process 3 Process 4 Process 5Process 2Process 3Process 4Process 5

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.Ellis Island Webpage 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.Ellis Island: Gateway to America Home IntroductionIntroduction Tasks Process EvaluationTasksProcessEvaluation Process 1Process 1 Process 2 Process 3 Process 4 Process 5Process 2Process 3Process 4Process 5

6. Create an Immigrant Journal Continued Visit 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.Scholastic Webpage 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. Home Introduction Introduction Tasks Process EvaluationTasks ProcessEvaluation Process 1Process 1 Process 2 Process 3 Process 4 Process 5Process 2Process 3Process 4Process 5

7. 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. Home Introduction Introduction Tasks Process Evaluatio nTasksProcessEvaluatio n Process 1Process 1 Process 2 Process 3 Process 4 Process 5Process 2Process 3Process 4Process 5

8. 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! Home IntroductionIntroduction Tasks Process EvaluationTasksProcessEvaluation Process 1Process 1 Process 2 Process 3 Process 4 Process 5Process 2Process 3Process 4Process 5

9. Evaluation Immigration Through Ellis Island Rubric Home IntroductionIntroduction Tasks Process EvaluationTasksProcessEvaluation Exemplary 4 Qualified 3 Developing 2 Beginning 1 JournalsStudent maintained focus on prompt throughout Student wrote from the point of view of given character Information stemmed from research of immigration and Ellis Island Student mostly maintained focus Student mostly wrote from the point of view of the given character Most information stemmed from research of immigration and Ellis Island Student often lacked focus Student mostly did not write from the point of view of the given character Some information stemmed from research of immigration and Ellis Island Student had no focus Student did not write from the point of view of the given character No information stemmed from research of immigration and Ellis Island TimelineTimeline 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

10. Teacher Introduction This Web Quest is a way to get students to actively think about the immigrations process through Ellis Island. Many students are themselves immigrants or 1 st 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 4 th grade students. Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandards Teacher ProcessResourcesCredits

11. Learners This Web Quest is intended for 4 th 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) Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandardsTeacher ProcessResourcesCredits

12. 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. Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandardsTeacher ProcessResourcesCredits Standards 1 Standards 1 Standards 2Standards 2

13. Standards Continued Language 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. Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearners StandardsTeacher ProcessResourcesCredits Standards 1 Standards 1 Standards 2Standards 2

14. 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 Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandardsTeacher ProcessResourcesCredits

15. Resources Web sites Used – http://pbskids.org/bigapplehistory/immigration/topic7. html – http://www.ellisisland.org/genealogy/ellis_island_histor y.asp – http://query.nytimes.com/gst/abstract.html?res=FB0A 13FC3D5911738DDDAC0994DE405B8785F0D3 – http://www.ellisisland.org/default.asp – http://library.thinkquest.org/5101/index.htm – http://teacher.scholastic.com/activities/immigration/t our/stop1.htm Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandardsTeacher ProcessResourcesCredits

16. All images were found from Google as follows: whoinvented.org members.virtualtourist.com tripsgeek.com naturallysingle.com paulgassfamily.com nyc-architecture.com latinamericanstudies.org ellis-island-guides.blogspot.com us.history.wisc.edu http://www.loc.gov/pictures/resource/cph.3b46739/ archives.neuralgourmet.com latinamericanstudies.org flickr.com trekearth.com onyourmarks.free.fr norwayheritage.com bigredhen.com www2.medford.k12.wi.us purduecal.edu planetware.com fineartamerica.com Home Teacher IntroductionTeacher Introduction Learners Standards Teacher Process Resources CreditsLearnersStandardsTeacher ProcessResources Credits