MAKING IMMIGRATION COME ALIVE - American Immigration Council

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this country and their reasons for leaving their homeland. Next, we discuss the use ofpassports. The students make a passport to use to enter the country during thereenactment of Ellis Island.3. Students reenact a group of immigrants arriving in Ellis Island. They go through thestations that the immigrants had to pass through (medical examiner, medical specialists,government inspector, and board of inquiry). Some students will not be allowed into thecountry. After the simulation, discuss what it felt like to go through the process (theanticipation of arriving at Ellis Island, their feelings when they were allowed to stay inthis country and their feelings when they were told they would have to return to theirhomeland).4. Students can pick one country of their ancestors to research. Ask them to gatherinformation regarding that country. Information may include location, landforms,climate, economy, clothing, customs, and celebrations. They will also complete aRESEARCH ORGANIZER (attached) to guide them. Students research contributions toour culture by the immigrants from their chosen country. These might include famouspeople such as inventors, musicians, artists, or such things as foods, recipes, clothing,words, and celebrations that we have adopted into our culture.5. Each student will eventually share their research in the form of a display board which,after the classroom presentation, will be on display in our school library for the studentbody to see.6. The display board should include a world map with a map key noting where theirancestors came from, as well as a map of the country they researched. A flag of theirresearched country and the United States flag may also be represented on the board. Inaddition, the display board must include five things that they have learned about thecountry they researched. The students might also include a paragraph explaining thecontributions of the immigrants to our country.7. This project is a collaboration of the classroom teacher, the librarian, and the computerteacher. The librarian can find the literature and websites necessary for the students to useto complete their research. The computer teacher can help the students generate all thematerial that will go on the display board. The display board will be completely computergenerated.8. The final part of this project culminates in a classroom presentation by each student abouttheir country and how our country has benefited from the immigrants coming to theUnited States. The display boards will then go to the Library for the entire student bodyto see.
PROJECT OUTLINE1. Explain unit. ..Immigration• Overview• Interview• Re-enact going through Ellis Island• Choose country of ancestors to research• Create display board• Share display board with class2. Build background on immigration• Read JOURNEY TO ELLIS ISLAND by Carol Bierman• Discuss3. Take a virtual tour of Ellis Island• Use websitehttp://teacher.scholastic.com/activities/immigration/tour/indexlhtm• Use website to read about 3 children who recently immigrated to U.S.4. Re-enact the immigration process @ Ellis Island• Complete Immigration Profile (Sheet #1)• Complete Passport (Sheet #2)• Role play process as immigrants (Sheet #3)• 8th grade students will man stations• Some students will pass through and have their passportstamped...others will not be able to enter the country• Discuss the feelings involved when going through the process(anticipation, excitement, disappointment, anger)• Relate to the immigrants5. Begin tracing family immigration• Introduce students to www.EllisIsland.org. (might be able to findancestors)• Interview parents or grandparents (See sheet #4)• Share interview with classmates6. Begin Research• Pick a country of one of your ancestors to research• Explain what is expected (See sheet # 5)• Gather information using Country research worksheet (See sheet #6)• Use new books purchased w/ grant money• Discovering Culture Series• Primary Sources of Immigration and Migration in America Series
Page 1: Grade Level: 4 th - 8 th GradesAmer
Page 5 and 6: MAKING IMMIGRATION COME ALIVELESSON
Page 7 and 8: , IMMIGRANT PROFILEName: First Midd
Page 10 and 11: PERSONAL PROFILE,MEDICAL INFORMATIO
Page 12: Social StudiesEllis IslandEllis Isl
Page 15 and 16: • Flags: The American flag and th
Page 17 and 18: What bodies of water border this na
Page 19 and 20: IMMIGRATION PROJECT RUBRICNAME:----

MAKING IMMIGRATION COME ALIVE - American Immigration Council

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