2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Overview Video
Arrivals at Ellis Island
Introduction: Have you ever wondered about those who immigrated to the United States? For example, where they were from, how they got here, or why they left their homeland? Over the next couple of classes, we are going to focus our research and discussions toward finding out.
Students will deepen their understanding of those who immigrated to the United States through Ellis Island.
Students will analyze and compare data from immigrates arriving at Ellis Island to events in United States history.
Standards Addressed: Arkansas Frameworks
Era7.1.USH.7 – Construct explanations about changing role of the United States in the world from 1890-1930 and the effects on future eras.
Era7.2.USH.1 Analyze the relationship between industrialization and immigration/migration in the United States
Common Core ELA
CCSS.ELA-LITERACY.RH.11-12.1 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.
CCSS.ELA-LITERACY.RH.11-12.2 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.
CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Timeline: This lesson should take three class periods.
Liberty and Ellis Island Foundation Account (Free and with School Email)
Grouping Strategies: Computers will be used for passenger research in the database. There are 30 computers available for each class section. As a result, no groups will be used.
Learning Activities:
Instructions
Students will spend 10-15 minutes of practice searching for passengers within the database. Students should ask questions, as needed, to become familiar with the search options. An instructor overview will be provided.
Students will select their last name with a first initial of their choice. (If their last name does not bring up results, another selection can be chosen.)
Students will research their select names to complete the data excel document for 25 immigrants. The data can be collected within the Google Sheets (students can copy the document to their Google Drive) or use the excel document that is provided.
Once completed, students will analyze and review the data collected.
Students will look for common factors among entries found, within their data and the data of classmates. Common factors can include: age, port of origin, arrival date, and marriage status.
Students will create a visual representation of the data collected (ex: graph, chart, presentation). Students will present their individual data results and findings.
Students will discuss national events or policies that could have impacted the results to either increase or decrease.
Assessment:
Students will be assessed based upon their data findings, analysis responses, and class discussions. Responses and discussions will be judged based upon their participation. A sample rubric is included in the references.
Data findings will be assessed based on each individual student and the data included on the document.
Students will also be assessed upon their created presentation (visual representation) of the data.