1.+Artifact+Bag


 * Anne Kuckkahn:**

1. Statue of Liberty Torch (T) 2. American Flag (T) 3. Picture of Ellis Island

A. How could these artifacts be used to introduce or teach necessary concepts to students?

Each of these artifacts can be used to introduce concepts relating to the unit plan about immigration. The Statue of Liberty torch can be integrated with art so that students are actually creating their own torch. They will learn about the Statue of Liberty as a symbol and how it means so much too so many immigrants and Americans. The American Flag is a symbol of our country and a symbol of citizenship, which the immigrants receive upon arriving in the United States. The picture of Ellis Island gives students an idea of what the building looked like that all immigrants had to enter when they arrived in America. It allows the students to picture themselves in the shoes of the immigrants.

B. How could the resources compiled here be used in your unit plan to entice, motivate, and educate your students? Note one example using a book or website.

I would use the book, The Butterfly Seeds, and I would read it to the students as a read aloud. After the read aloud, I would teach a lesson about the journey to America, and how immigrants used to pass through Ellis Island. The students would participate in a variety of activities relating to immigration and Ellis Island. One of the activities that would relate to the book would be that the students are to practice writing journal entries and letters. They would write a journal entry about any part of their journey, or write a letter pretending to be Jack, back to his grandfather telling him about the journey to America.


 * Margaret Lahmeyer: **

1. Prague Clock **T** 2. Dutch Wooden Shoes **T** 3. Yugoslavian Doll **T**

A. These artifacts are all key components of different countries cultures. These artifacts would highlight the broad definition that can be applied to all of the different cultures that have come to America, and continue to come today. We could also look at the geographic location of the countries and chart the path that they would have had to take to get to America.

B. There are several resources listed here that would be extremely useful for motivating students to learn about immigration. Patricia Polacco is an excellent author and I believe that by reading her book, //The Keeping Quilt// at the beginning of the lesson students would be highly motivated to learn more about immigration and immigrants. Also, //The Big Apple History// website has so many fun interactive features that I believe it would draw students in so that they would want to learn more and more about actual events in the past.

1. Photo of Anne Moore's statue 2. Replica of Ellis Island Document (T) 3. American Flag (T)
 * Courtney Smith:**

A. The document could be used to show the variety of places people immigrated from, which helps define the concept of immigration to America. Annie Moore's statue is used to highlight one individual who made the journey to Ellis Island. The American flag represents the freedom the immigrants searched for. This can lead into a discussion of American symbols and values.

B. The resources are all interesting and kid-friendly. There are a number of books that would be great to educate my students on the immigration to Ellis Island. Specifically, "//Dreaming of America, an Ellis Island Story//," by Eve Bunting. This is a picture book with questions and answers that would be perfect for a read aloud.


 * Kimberly Hoolihan**

1. Photo of Ellis Island 2. A map 3. Passport

A. How could these artifacts be used to introduce or teach necessary concepts to students? These artifacts could be used to show what people went through when immigrating to the United States of America. The photo of Ellis Island shows what the people did once coming to America because it showed the lines and the procedures that people went through. The map showed where people immigrated from and the route that they traveled to get to the United States. And the passport was to show what the immigrants were looking for, which was citizenship and wanting to be from America.

B. How could the resources compiled here be used in your unit plan to entice, motivate, and educate your students? Note one example using a book or website. I could use these items as an anticipatory set to make the children more excited and interested about learning about immigration. I think the website where the students were able to go on a virtual field trip through Ellis Island which they will enjoy and find very interesting.


 * Melissa Pina:**

1) Picture of Ellis Island 2) Inspection Cards: T 3) Mini Suit Case: T

2 ) I made two cards that are suppose to represent the papers that immigrants used while passing through inspection on Ellis Island. The inspection cards can be used in the lesson to show what paper work was needed for immigrants to pass through Ellis Island. The U.S. Immigration Service for immigrants used the inspection cards. They indicated that they were vaccinated, disinfested and passed daily health inspections during their voyage across the Atlantic. This can also be used to introduce other various identification papers that immigrants needed such as the immigrant outer-garment ID tag that listed the steamship line, vessel, route, passenger list, name of passenger, and address of destination  3) The mini suitcase can be used to share with the students what immigrants could bring along their journey. This little example could help to show students that immigrants were not able to bring all there belongs with them and many items that they owned had to be left behind. A teacher can use share with the students that the amount that a person could bring depended on the type of fare they paid. Some people brought bundles tied together, cardboard boxes, trunks, suitcases, baskets and leather sacks.
 * A.** 1) The picture of Ellis Island can be used to introduce this lesson. The teacher can ask his /her student if they know what this is a picture of. If a correct answer is not given, this is okay, the teacher can then go on to telling the class; this is a picture of Ellis Island that was given its name January 20, 1785 by a man named Samuel Ellis who had purchased and owned the island. The teacher can then go on to asking the class other questions such as: does anyone know where Ellis island is, does anyone know what an island is, has anyone ever heard of Ellis Island and if so what do they know about it, etc.


 * B. I feel like I found a lot of great resources that can be used to teach a lesson on Ellis Island and Immigration alone. I think the best way to start the lesson would be to introduce one of my books. The one that I feel would fit the best is “The Memory Coat.” After reading this book I can share my artifacts with the class to show what an inspection card looks like, and also the relation to how much they could bring with them. After doing this I could show other examples of the inspection cards by view one of my websites that had almost every immigrant that passed through Ellis Island. On another day I could introduce more of the factual information through my books, and my websites. I think I can also keep my students interested by taking them through a virtual tour of the Ellis Island Inspection building. I would come up with various activities such as separate the students into groups and have them place themselves in an immigrant’s shoe. With this they can create their own suitcases and place what they think is important that they should bring as well as write down things that they might have to leave behind. They can be placed in scenarios where they have inspection cards and are placed in separate roles. **