Christina Partipelo

Unit Plan
Immigration
Grade 4
General Education class

Elements of project-based learning:

1) An open ended question or issue drives the project.

2) The learning is student directed and offers students an opportunity to

develop a voice through expressing and/or explaining what’s been learned.

3) A product or performance results from the student work, embodies

student learning, and may be used to assess learning and performance

Essential Question
What is immigration? (Grade 4: Local history and local government, NYS Core Curriculum for
the Social Studies p. 29)

Unit Question

What was an immigrant’s experience arriving to the United States (Grade 4: Local history and
local government, NYS Core Curriculum for the Social Studies p. 29)

Objectives:
This unit plan will provide students with an understanding of immigration in the late 19th century.
The students will gain insight as to who came to the United States and why they came. They will
also learn some of the emotions and feelings that many immigrants experienced when they first
came here through Ellis Island.

Standards:
Social Studies
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography

The Arts:
Standard 1: Creating, Performing, and Participating in the Arts
Standard 3: Responding to and Analyzing Works of Art

Rationale:
Students in grade four are expected to know what immigration is. (p. 29 NYS Core Curriculum
for Soc St)
Students in grade four are expected to know about the important contributions immigrants had on
America.(p. 29 NYS Core Curriculum for Soc St)
Students in grade four are expected to know why many people decided to come to America. (p.
29 NYS Core Curriculum for Soc St)

Content:
The unit will consist of many student-directed activities involving both cooperative and
individual activities. The students will be reading several children’s books related to immigration
to gain insight into this topic. They will then use technology to recreate a digital storybook.
Technology will also be incorporated by allowing students to go on a virtual fieldtrip of Ellis
Island to gain a better understanding of what it was like for an immigrant to come to America.
The students will interview an elderly family member to gain insight on their ancestors and
where their family came from.

Student preparation :

The students need to know the meaning of immigration. The students will need to be familiar
with the fact that The United State of America is built on immigration from many different
countries. The students will be familiar with creating digital storybooks.

Motivation:
This unit integrates many instances of personal or relatable information. The students will be
learning about their own family’s background. Also, my district is made up of many recent
immigrant families. Some of these countries include Bosnia, Myanmar, and Tanzania. The use of
technology will keep students motivated to learn. The unit encompasses many hands-on and
cooperative learning experiences as well.

Session 1: What is immigration?

(45 min-1 hour)

Materials:
KWL chart
Books:
How Many Days toAmerica, By Eve Bunting
Who Belongs Here? An American Story, By Margy Burns Knight
Journey To The Golden Land, by Richard Rosenblum
St. Patrick's Day Shillelagh, by Janet Nolan
Mama, Across the Sea, by Alex Godard
When Jessie Came Across the Sea, by Amy Hest.
How Many Days to America by Eve Bunting
The Lotus Seed by Sherry Garland
Grandfather's Journey by Allen Say
Oranges on Golden Mountain by Elizabeth Partridge
The Color of Home by Mary Hoffman
Computers

Procedure:
I will introduce the topic of immigration by reading How Many Days to America, by Eve
Bunting. The teacher will generate a class discussion about what immigration is. It is important
to note the difference of immigration and simply moving to a new city. Next, the class will
complete a KWL chart. The students may add to this chart as they work throughout the unit.

K- What I Know W-What I Want to L-What I Learned

Know

Procedure Cont’d
Next, the teacher will put students in cooperative learning groups. They will choose a book that
deals with immigration (see books above). The students will read the book together in their
groups. The teacher will walk around to answer questions and to monitor their reading. The
students will be asked to discuss the story with their group members. Finally, the students will
recreate their story as a digital storybook. They will work to connect the illustrations with the
text. The groups will present their storybooks and explain their books to the rest of the class.
After the presentations the students will add to their KWL charts.

Assessment:
The students will be assessed based on their completion of the digital storybooks and KWL
charts. The teacher will monitor student understanding by rotating to and assisting each group.

Session 2
(30 min.)

Family Member Interview

Materials:
Sample interview questions

Procedure
To make the idea of immigration more relatable and realistic to the students, they will be asked
to interview and elderly family member about their family’s history. The teacher will provide the
students with sample questions to ask. After explaining the assignment, I will read the interview
to the class about my grandparents. This will show the students what is expected of them and
what they can learn from their family members. The students will present what they have learned
about their family to the class.
Sample questions:

1. What is your country of origin?

2. When did your parents or grandparents come to the U.S.?
3. Why did they come to the United States?
4. What was their goal in life when they arrived?
5. Was life difficult here once they arrived? In what way?
6. Where did they live when they first came to the U.S.? (house, apt, with
relatives, etc.)
7. How did they get here and how long did the trip take?
8. Were other immigrants traveling with them at the time they arrived?
Where were they from?

Session 3 Ellis Island

(1 hour)

Materials:
Computers
Internet access
Websites:
http://www.ellisisland.org/search/matchMore.asp?
MID=00121534360148737856&LNM=PARTIPELO&PLNM=PARTIPELO&first_kind=1&kin
d=exact&offset=0&dwpdone=1
http://teacher.scholastic.com/activities/immigration/tour/stop1.htm

Procedure
The teacher will begin by explaining that when many immigrants came to the United States, they
entered through Ellis Island. Next, the teacher will read The Memory Coat : An Ellis Island
Story, by Elvira Woodruff. Next, I will display EllisIsland.org on the SmartBoard. This site
allows you to search for passenger names. I searched for my great grandfather and was
successful in finding his information. I will explain this to the students. The site also displays the
actual manifest and passenger’s information. I will show this to the students as well. Next, I will
break students up into groups and allow them to view a virtual fieldtrip of Ellis Island.
The virtual fieldtrip includes videos of actual boats arriving at Ellis Island, audio of actual
immigrant’s descriptions of their journey, and many photos.

Session 4 Immigrant Experiences

Materials
Immigration photos
Irish potato famine songs
computers

Procedure
The students will be broken up into groups and will rotate through different learning centers.
Center 1 will contain actual photos of immigrants arriving at Ellis Island. The students will be
asked to write down some feelings they may be experiencing based on the photos. Center 2 will
be a computer center where students watch short video clips of ships arriving at Ellis Island.
They will be asked to describe the living conditions on the trip. Center 3 will be a computer
center where they will listen to audio from an actual immigrant’s account. The students will be
asked to describe the immigrant’s experience. Center 4 will contain quotations from different
immigrants. Based on the quotations, the students will be asked to describe their experience.
 The Promised Land

1) “My heart aches every time I think about that afternoon when I left my
parents and friends to go to the railroad station to begin my journey to America.
My mother kissed me goodbye and then stood in the doorway stiff as a statue
sobbing as my father and I left the house. At the station, even my father, as hard as
he tried, could not keep the tears from filling his eyes.”
- Rosa Stanco, Italian Immigrant

2)“So at last I was going to America! Really going at last! The boundaries
burst. The arch of heaven soared. A million suns shone out for every star. The
winds rushed in from outer space, roaring in my eyes, America! America!”
-Mary Antin, Russian Immigrant

Quotations from two immigrants traveling to America

Procedure (cont’d)

After the students have rotated through each center the teacher will generate a class discussion
about what they have learned. The students will complete the unit’s KWL chart.

Session 5 Wordle
Materials:
computers

The teacher will bring the students to the computer lab. Each student will create their own
Wordle document. The documents should include words of feelings or experiences of
immigrants when traveling and arriving to America. The students are already familiar with the
Wordle website.

Sample student work:

http://www.wordle.net/show/wrdl/3406137/immigration

Unit Assessment:

The final unit assessment will consist of a document based questions and an essay. The students
are familiar with DBQs.
 Immigrants in America

Document-Based Questions & Essay

Grade 4
Core Curriculum: Local History and Local Government
Theme: Change

By Christina Partipelo

Photograph from: http://www.ellisisland.org/

 Introduction: The following questions are designed to test your ability
to gather information from historical documents. Some of the documents
have been edited for the purposes of this assignment.

Historical Context: In the late 19th century, America experienced many

changes. It was seen as the land of opportunity. Because of this, many
immigrants traveled to the United States in hope for a better life.

Task:
For Part A use the information from the documents and your knowledge
of United States history, answer the questions that follow each
document.

For Part B, use your answers to the questions in Part A, the information
from the documents, and your knowledge of social studies, to develop a
well-organized essay in your own words. In your essay you should:

• Describe what life may have been like for an immigrant traveling
to the United States. Explain some of the challenges they may have
faced.

Definitions:

Immigrant- a person who migrates to another country, usually for permanent

residence.
 Part A

Directions: Carefully analyze the documents and answer the questions that follow.

Document 1:

An illustration of immigrants traveling to America

According to this picture, explain two reasons why these immigrants would want to come to
America.

1a)___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________

1b)___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________
Document 2:
 A ship carrying many immigrants to America

2a) What means of transportation did many immigrants use to come to America?
_____________________________________________________________________

2b) Describe what the journey may have been like for immigrants coming to America.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________
Document 3:

Inspectors examining the immigrants to detect diseases or other illnesses

3a) What do you think is happening in the photo?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________

3b) Why do you think doctors would examine the immigrants?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________
Document 4:

The Promised Land

1) “My heart aches every time I think about that afternoon when I left my
parents and friends to go to the railroad station to begin my journey to America.
My mother kissed me goodbye and then stood in the doorway stiff as a statue
sobbing as my father and I left the house. At the station, even my father, as hard as
he tried, could not keep the tears from filling his eyes.”
- Rosa Stanco, Italian Immigrant

2)“So at last I was going to America! Really going at last! The boundaries
burst. The arch of heaven soared. A million suns shone out for every star. The
winds rushed in from outer space, roaring in my eyes, America! America!”
-Mary Antin, Russian Immigrant
Quotations from two immigrants traveling to America

4a) Describe what the first immigrant may have been feeling.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________

4b) Describe what the second immigrant may have been feeling.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________
 Specific Grading Rubric for DBQ Scaffolding Questions
Topic from the NYS Core Curriculum:
Gr. 4, Local History and Local Government, Immigration

Document 1: Question 1:
(Illustration of 2: Some immigrants may have wanted to come to America because of
immigrants Oppressive taxes. (or any other example from the sign)
coming to 1: Taxes or Kings. (not using the full phrase that is evident on the sign)
America) 0: no response, incorrect answers

Question 2:
2: Same as above, but using a different example from the list.
1: Same as above, but using a different example from the list.
0: no response, incorrect answers

Document 2: Question 1:
(Photo of 2: A ship
immigrant 1: A boat, or any other term that describes traveling across the sea.
traveling on a 0: no response, incorrect answers
ship)
Question 2:
2: The people in the photo look cold, uncomfortable, and crowded.
(other accurate observations may be accepted as well)
1: Examples that may be accurate but not necessarily evident by
looking at the picture. (i.e. hungry, bored)
0: no response, incorrect answers

Document 3: Question 1:
(identify 2: The immigrants are waiting in line to be inspected by a doctor as
document here) they arrive to America.
1: The people are waiting in line.
0: no response, incorrect answers

Question 2:
2: The doctors would examine the immigrants to check and see if they
have any diseases or other illnesses.
1: To see if they are sick.
0: no response, incorrect answers

Document 4: Question 1:
Quotations 2: This immigrant may have been feeling sad, sorrow, nervous. (and
from two other accurate adjectives may be acceptable)
immigrants 1: Sad
0: no response, incorrect answers
Question 2:
2: This immigrant seemed excited, relieved, and anxious. (other similar
adjectives may be accepted as well)
1: Happy
0: no response, incorrect answers
Part B
Essay

Directions: Write a well-organized essay using the documents, the

answers to the questions in Part A, and your knowledge of social studies.

Historical Context: In the late 19th century, America experienced many

changes. It was seen as the land of opportunity. Because of this, many
immigrants traveled to the United States in hope for a better life.
TASK:
Using the information from the documents and your knowledge of social studies,
write an essay in which you:

• Describe what life may have been like for an immigrant traveling
to the United States. Explain some of the challenges they may have
faced.

In your essay remember to:

• Use the graphic organizer provided to organize your ideas.
• Include an introduction, a body, and a conclusion.
• Use details and examples from the documents.
• Discuss what immigrant life may have been like.
• Explain some of the challenges they faced.
 Create Your Essay Below

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 Generic Rubric for Part B Essay

Score: 4 Answers all aspects of the task by using the documents and may bring in relevant outside
information related to the documents

Consistently uses accurate data

Develops ideas fully, using such supporting evidence as examples, reasons, details,
explanations, and generalizations that are relevant and appropriate

Demonstrates a logical plan of organization and coherence in the development of ideas

Consistently expresses ideas clearly

Score: 3 Answers most aspects of the task by using the documents

Generally uses accurate data

Develops ideas satisfactorily with adequate supporting evidence

Develops an answer, using a general plan of organization

Generally expresses ideas clearly

Score: 2 Answers some aspects of the tasks by using some of the documents

Uses some accurate data

Demonstrates weakness in development of ideas with little supporting evidence

Attempts to organize an answer but is weak and goes off the topic

Attempts to express ideas clearly

Score: 1 Does not use information to support ideas or uses information which is not relevant

Shows limited understanding of the task

Fails to use documents or only vaguely refers to the documents

Lacks a plan of organization

Does not express ideas clearly

Score: 0 Uses no accurate data

Fails to answer question or response is totally unrelated to topic

Illegible or so many words cannot be read that no sense can be made of the response

Blank paper

Is incoherent; i.e., words are legible but syntax is so garbled that no sense can be made of the
response
 Reference Page

Document 1
http://web001.greece.k12.ny.us/academics.cfm?subpage=1396 Retrieved on March 1st, 2008.

Document 2
http://www.studyzone.org/testprep/ss5/c/immigrationcrq2.cfm, Retrieved on March 1st, 2008.

Document 3
http://www.studyzone.org/testprep/ss5/c/immigrationcrq2.cfm, Retrieved on March 1st, 2008.

Document 4
http://web001.greece.k12.ny.us/academics.cfm?subpage=1396, Retrieved on March 1st, 2008.

New York State Core Curriculum: http://www.emsc.nysed.gov/ciai/socst/ssrg.html

New York State Assessment Rubrics: http://www.emsc.nysed.gov/osa/elintsocst.html