Ellis Island Immigration Webquest

Ellis Island Immigration Web Quest

"Everywhere immigrants have enriched and strengthened the fabric of American life." John F Kennedy

Introduction:

This quarter you will be studying about Immigration into the United States, to Ellis Island, from 1840-1910. In Social Studies, Science, and Language Arts classes you will spend time studying about this period in American history and outside of class you will complete a map exercise, answer questions and research your family history and prepare for a simulation day at Ellis Island. As you learn more about this period in American history you will also learn more about yourself and your ancestors. When we have finished the following web quest, you will be ready to experience immigration at Ellis Island. The gym will be set up as Ellis Island and you will go through check points similar to those experienced by immigrants to the United States.

The Task:

1. Complete a map exercise

2. Write an essay and a summary

3. Answer questions

4. Research the origin of surnames

5. Research your name

6. Create an autobiography

Process

Social Studies

Research a European country between 1840-1910. Your research should include a map, and a one-page history of the European country that you have chosen. You will get a map from Mrs. Remington or print one from an online resources listed below. Use the following checklist (Printable copy) to help you get the best grade possible:

A. Map of Europe-include these:

__ Label your country and out line it in red

__ Lightly color each countries that border your country

__ Label the countries that border your country

__ Star and name the capital of your country

__ Label the Atlantic Ocean, Mediterranean Sea, North Sea, and the English Channel. Color the water areas light blue.

B. Map of your Country-include these:

__ Name the country as the title

__ Star and name the capital

__ Draw and label the major rivers

__ Label the city where your are from

__ Draw the route you will travel to get to the nearest seaport

__ Color your map

__ Draw the flag of your country

C. One page of History of your country-include these:

__ Explain four reasons why you and other immigrants from your country want to go to the United States. (Remember this is 1840 1910)

Some things you might want to think about are the type of government, social, and economic life, religious persecution, if conditions and opportunities, and adventure of dreams and hopes.

__ What is your country like today? Describe some of the things it is famous for. What do you know about its culture-the people, the food, the customs, and anything else.

D. Write at least a half page about immigration. In your summary Include these words:

__ Emigrants, Immigrants, Potato Crops, Persecution, Liberty, Czar, Italians, Ellis Island, Quotas

Science
“Sea Sickness” Thousands of European immigrants sailed to the United States at the turn of the century. The passengers were aboard overcrowded ships for days and sometimes months. The poor food and sanitary conditions did not provide for a healthy environment. Many illnesses were found on the passenger ships. You will “catch” one of the following illnesses and learn more about it by answering a few questions (Printable Copy). Resources are listed below. Illnesses: Bubonic plague Polio Lice Influenza Scurvy Cholera Small pox Tuberculosis Trachoma Typhoid fever Diphtheria Dysentery (Diarrhea) My illness is_______________________________________ 1) What are the symptoms of this illness? 2) Can this illness be deadly? 3) What causes this illness? (May be a virus or bacteria) 4) What part of the body does this illness affect? 5) How do you catch this illness? 6) How is this illness treated? NOTE: When you have finished this assignment and the due date arrives, you are cured of your disease!
Language Arts
Our theme this quarter is historical fiction or nonfiction. Along with this theme you will be reading historical novels and studying immigration into the United States, while outside of class you will research your name and family history. When you finish your first historical novel, get a copy of a novel pyramid from your teacher, fill it in and hand it in for credit. As you read and continue your studies of immigration into the United States, we will learn more about the origin of names. We will be particularly interested in surnames (last names). Between the fifth and the eleventh centuries people were largely illiterate, lived in rural areas and had little need for a surname. But then things changed as the population grew and as people started to move more from place to place. Your task is to research the history of surnames and get an idea about how some names were formed. In your research you will find information about patronymic names, occupational names, location names, personality names, seasonal names, animal names, and names just because of their sound. Can you identify the origins of the following types of names? Peterson is a ______________________________name. Summers is a ______________________________name. Stern is a _________________________________name. Wolf is an ________________________________name. Banker is an ______________________________name. Hill is a _________________________________ name. ___________________(Your Surname) is a/an ____________name. Now that you have a better idea about names and origins, let’s trace the origin of your surname and your ancestors; and while you’re at it find out what your first name means and if you were name after someone. Use the following checklist as your guide to creating an autobiography using the Microsoft Word features (clipart, word art, borders, insert picture, watermark, etc) Name Research Checklist: Your country of origin? The origin or meaning of your name? The date and other information about your ancestor’s immigration? The origin or meaning of your first name? Who are you name after? A family crest (optional) Other information;( birth date, a photo, etc. Genealogy Chart: Students may obtain a blank genealogy chart from your reading teacher and complete as many generations as you can find. In order to complete this chart you will need to visit with your mom and dad or with your grandparents, they will be able to supply you with the your ancestors names. This will be a document that you will keep as a family reference.

Resources:

Printable Online Maps:

Interactive Ellis Island Tour:

Ellis Island Museum:

Peak Immigration Periods:

Ellis Island a Gateway to America

Center For Disease Control:

Encarta: Available in the Science Room:

Online Encyclopedia:

Information about Coat of Arms:

Family and Traditions:

Free Printable Genealogy chart:

Roots Web Guide:

Surnames:

Legacy and Lineage:

Search on Google for baby names:

Type in babynames.com

Evaluation:

You will be evaluated on a four point rubric. The maximum points possible at the culmination of this unit are 15 points.

	Map	History Essay	Diseases	Name	Novel Pyramid
3 Points	Student obtained a map and completed all tasks	Essay is properly written, with complete sentences and paragraphs, no grammar or spelling errors, contents is accurate	Student selected a disease and answered all(6) questions correctly	Student created an Autobiography including all items on the checklist using several Microsoft Word features	Student obtained a Novel Pyramid and completed all the elements: characters, setting, conflict, rising action, climax, falling action and resolution
2 Points	Student obtained a map and completed 8 of the tasks	Essay is properly written with few grammar and spelling errors, content is accurate	Students selected a disease and answered 5 of the questions correctly	Student created an Autobiography including 5 items from the checklist using a few Microsoft features	Student obtained a Novel Pyramid and completed 5 of the 7 elements
1 Point	Student obtained a map and completed 6 of the tasks	Essay may not be properly written and has many grammar or spelling errors, content is not correct	Student selected a disease and answered 4 of the questions correctly	Student created an Autobiography including 4 items from the checklist using at least 2 Microsoft features	Student obtained a Novel Pyramid and completed 4 of the 7 elements
0 Points	Student did/ did not obtain a map but did not complete any tasks	Student did not attempt to write an essay	Student did or did not select a disease but did not answer any of the questions correctly	Student did not attempt to do an Autobiography	Student did or did not obtain the Novel pyramid but did not attempt to complete it
Conclusion and Culminating Activity: After studying, gathering, and organizing immigration information students will participate in an “Ellis Island Simulation”, with eight stations set-up in the gym to screen immigrants trying to enter the United States. Please be ready with necessary paper work to make your entry through Ellis Island move along smoothly. You may want to view a “Description of the Stations” and prepare yourself for entry into this great nation. Good Luck and Welcome to the United States!

Standards:

Social Studies:

1.Use maps, globes and other geographical tools to analyze the human and physical features.

2. Understand the concept of culture by explaining how culture and technology affect perceptions of places and regions, explaining the spatial distribution of culture both locally and other parts of the US and the world and describing how cultures and cultural landscapes change.

3.Analyze the geographic, political, economic and social structure of each region/country with emphasis on location and physical setting; the cultural characteristics of the people; the ways people have adapted to, changed and used their environment in the past and present; the flow and interaction of people, ideas and products as they are influenced by transportation and communication systems; and the role this country/region has in the international setting.

Science:

1. Determine the risks associated with natural and biological hazards.

Language Arts:

1.Describe setting, plot, characterization, and theme or conflict in various literary texts.

2.Describe connections between historical and cultural influences and literary selections.

3.Compare and contrast information about one topic contained in different selections

4.Use available technology to gather, organize, and retrieve information. (example: print resources, CD-ROM, Internet)

Writing Standards:

1.Choose vocabulary that is expressive, content appropriate, and precise to clarify, exemplify, and define ideas.

2.Apply rules of grammar in written communication. (example: pronoun-antecedent agreement, infinitives, participles, and verb tense consistency)

3.Choose the appropriate language, style, and format for various forms of writing. (example: friendly and business letters, reports)

4.Create an organizational structure that includes an introduction, a clear focus, effective transitions, and a conclusion.

5.Write to transfer learning from one context to another. (example: finding similarities between history and literature)

6.Edit final copies for correct spelling, capitalization, and punctuation. (example: prefixes and suffixes, hyphens, dashes, brackets, and semi-colons)

7.Use available technology in editing. (example: spell check, grammar check, columns, page orientation)