Immigration ~ A Tour through Ellis Island
We all come from somewhere. Immigration has a long history in the United States and through the major port of Ellis Island.
1. Open a Word Document to type your responses, then return to this page and work through the questions. Be sure to send your document when you are done.
2. Look at the site: http://teacher.scholastic.com/activities/immigration/index.htm
Start the TOUR: Click "Explore Ellis Island" and answer the following Questions. (You can answer these from Stop 1 and 2. Look at the photos and video clips too!)
a. Define "steerage".
b. Define emigrant and immigrant (Click Did you know)
c. Where did most immigrants come from? Why?
d. How long did the trip take?
e. How many people came on one ship?
f. Why did health officers go on the ships?
CLICK NEXT (You should be on the 3rd stop).
g. Describe what the people are carrying. (Look at photos)
CLICK NEXT (You should be on the 4th Stop)
h. What were Doctors looking for in the Registry Room? How did they do this?
CLICK NEXT (You should be on the 5th stop)
i. Click Photos - Describe the room
j. Click AUDIO - Listen to the story. Summarize the experience.
CLICK NEXT (You should be on the 6th Stop - Public Health)
k. Describe what happened to the people here. (Read the description and listen to the Audio clip).
l. What happened to people with disabilities or disease? (Click the Did you know...)
CLICK NEXT (You should be on stop 7)
m. What legal questions were the passengers asked?
n. Look at the photos in this section. How would you feel if that were you answering questions?
CLICK NEXT (8th Stop)
o. How many people were born on Ellis Island? How many died? (Click Did you know?)
CLICK NEXT (9th Stop)
p. What happened at the "stairs of separation"?
CLICK NEXT (you should be at the 10th stop)
q. What is the "kissing post"?
CLICK IMMIGRATION DATA (at the top)
r. What decade had the most immigrants?
s. Which region had the most emigrants to America?
CLICK VIRTUAL FIELD TRIP at the top to answer the next questions. You will need to watch about 6 minutes of the video. Feel free to watch more if you have time.
1. Why did the immigrants come?
2. What happened in 1892 to all 3rd class and steerage passengers?
3. How many came from Italy alone?
4. Where were immigrants directed when they entered the building?
5. Why was climbing the steps important?
6. How long did the physical exam take?
7. What happened if they were suspected of illness?
8. Why were the center stairs scary?
______________________________
CCSS
WH11.5 Identify the causes of the Industrial Revolution.
WH11.6 Summarize the social and economic impact of the Industrial Revolution.
ELA9-10.RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective
accounts.
ELA9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources
ELA9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
ELA9-10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELA9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA9-10.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
ELA9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
ELA9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
ELA9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELA9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences is most significant for a specific purpose and audience.
1. Open a Word Document to type your responses, then return to this page and work through the questions. Be sure to send your document when you are done.
2. Look at the site: http://teacher.scholastic.com/activities/immigration/index.htm
Start the TOUR: Click "Explore Ellis Island" and answer the following Questions. (You can answer these from Stop 1 and 2. Look at the photos and video clips too!)
a. Define "steerage".
b. Define emigrant and immigrant (Click Did you know)
c. Where did most immigrants come from? Why?
d. How long did the trip take?
e. How many people came on one ship?
f. Why did health officers go on the ships?
CLICK NEXT (You should be on the 3rd stop).
g. Describe what the people are carrying. (Look at photos)
CLICK NEXT (You should be on the 4th Stop)
h. What were Doctors looking for in the Registry Room? How did they do this?
CLICK NEXT (You should be on the 5th stop)
i. Click Photos - Describe the room
j. Click AUDIO - Listen to the story. Summarize the experience.
CLICK NEXT (You should be on the 6th Stop - Public Health)
k. Describe what happened to the people here. (Read the description and listen to the Audio clip).
l. What happened to people with disabilities or disease? (Click the Did you know...)
CLICK NEXT (You should be on stop 7)
m. What legal questions were the passengers asked?
n. Look at the photos in this section. How would you feel if that were you answering questions?
CLICK NEXT (8th Stop)
o. How many people were born on Ellis Island? How many died? (Click Did you know?)
CLICK NEXT (9th Stop)
p. What happened at the "stairs of separation"?
CLICK NEXT (you should be at the 10th stop)
q. What is the "kissing post"?
CLICK IMMIGRATION DATA (at the top)
r. What decade had the most immigrants?
s. Which region had the most emigrants to America?
CLICK VIRTUAL FIELD TRIP at the top to answer the next questions. You will need to watch about 6 minutes of the video. Feel free to watch more if you have time.
1. Why did the immigrants come?
2. What happened in 1892 to all 3rd class and steerage passengers?
3. How many came from Italy alone?
4. Where were immigrants directed when they entered the building?
5. Why was climbing the steps important?
6. How long did the physical exam take?
7. What happened if they were suspected of illness?
8. Why were the center stairs scary?
______________________________
CCSS
WH11.5 Identify the causes of the Industrial Revolution.
WH11.6 Summarize the social and economic impact of the Industrial Revolution.
ELA9-10.RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective
accounts.
ELA9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources
ELA9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
ELA9-10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELA9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA9-10.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
ELA9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
ELA9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
ELA9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELA9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences is most significant for a specific purpose and audience.