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CHINESE IMMIGRANTS & ANGEL ISLAND/IRISH IMMIGRANTS & ELLIS ISLAND

Chinese Immigrants & Angel Island/Irish Immigrants & Ellis Island by Jacqueline Sergent
I.

Lesson Plan Overview and Description


1. Expected duration: 1 hour 30 minutes
2. Social Sciences: History and Sociology
3. Concepts (Big Ideas): The purpose of this lesson is to a) explore Chinese immigrants
and Angel Island, b) explore Irish immigrants and Ellis Island, and c) analyze the
similarities and differences using online scavenger hunts and a Venn diagram.
4. Vocabulary
Angel Island Detention center in San Francisco Bay for immigrants coming
from the East; opened on January 21, 1910 and closed in 1940 due to a fire.
Ellis Island An island in New York Bay that was the principal immigration
station for the United States processing immigrants from the West; opened on
January 1, 1892 and closed on November 12, 1954.
Immigrant A person who comes to a country where they were not born in order
to settle there.
5. Skills: Reading, critical thinking, and analyzing picture and verbal clues.
6. Broad Goals of Lesson: Use and document knowledge from primary and secondary
sources in the form of an online scavenger hunt.

II.

Content Outline
A. Primary and secondary sources
I. Review differences
information recorded by a person who was there versus information
recorded by a person who was not there
ii. Review types
Reports, maps, letters, photographs, census data, memoirs, etc.
iii. Review purpose
To see history as alive and understand abstract concepts and ideas
B. Chinese Immigrants and Angel Island
i. Scavenger hunt about Angel Island history
ii. Scavenger hunt about Chinese immigration and obstacles
C. Irish Immigrants and Ellis Island
i. Scavenger hunt about Ellis Island history
ii. Scavenger hunt about Irish immigrants and obstacles

III.

Standards
PDE SAS Standards PA Civics, History, Geography;
NCSS Thematic Strands and Performance Indicators
1. Pennsylvania Department of Education Standards Aligned System
Standard Area 8.3: United States History
Grade Level 8.3.3: GRADE 3
Standard 8.3.3.A: Identify and describe the social, political, cultural, and
economic contributions of individuals and groups in United States history.
2. PDE Common Core
N/A

CHINESE IMMIGRANTS & ANGEL ISLAND/IRISH IMMIGRANTS & ELLIS ISLAND

3. National Curriculum Standards for Social Studies: Thematic Strands and Performance
Indicators
I.
Culture
d. Compare ways in which people from different cultures think about and
deal with their physical environment and social conditions.
II.
Time, Continuity, & Change
a. Demonstrate an understanding that different people may describe the
same event or situation in diverse ways, citing reasons for the
differences in views.
b. Demonstrate an ability to use correctly vocabulary associated with
time such as past, present, future, and long ago; read and construct
simple timelines; identify examples of change; and recognize
examples of cause and effect relationships.
c. Compare and contrast different stories or accounts about past events,
people, places, or situations, identifying how they contribute to our
understanding of the past.
d. Identify and use various sources for reconstructing the past, such as
documents, letters, diaries, maps, textbooks, photos, and others.
e. Demonstrate an understanding that people in different times and places
view the world differently.
IV.

Lesson Objectives
A. After lesson, students will be able identify obstacles immigrants faced coming through
Angel Island and Ellis Island using their scavenger hunt answer sheets.
B. After lesson, students will compare and contrast the experiences of the immigrants
using a Venn diagram.
C. After lesson, students will write a paragraph about which immigrant group they would
have rather been with and defend their reasoning using facts from the scavenger hunt.

V.

Teaching Procedures
1. Introduction/Anticipatory Set
i. Review primary and secondary sources, including their differences, types, and
purpose.
ii. Ask students if they know anyone in the United States that was not born here.
ii. Define immigrant and brainstorm why people would leave where they are from.
iv. Explain that in the past there were places that immigrants travelled through to be
admitted to the United States.
2. Lesson Input (Teacher talk is italicized)
i. There are two immigrants groups that had a large influence on the United States
when they settled here the Chinese and the Irish. Although now we can appreciate
how their culture and population helped our society flourish, back then life wasnt so
easy.
ii. The Chinese immigrated through Angel Island on the West Coast.
iii. The Irish immigrated through Ellis Island on the East Coast.
iv. You are going to explore these different populations and their experiences with
immigration using an online scavenger hunt.

CHINESE IMMIGRANTS & ANGEL ISLAND/IRISH IMMIGRANTS & ELLIS ISLAND

3. Guided Practice
i. I am going to show you how to navigate a scavenger hunt so you can move at your
own pace.
ii. [Pass out the scavenger hunt worksheets and pull up scavenger hunt PowerPoint.]
On the PowerPoint you will find the directions. Would someone like like to read the
directions for the class? [Student volunteer reads directions.] Thank you. Now lets
look at the first slide. On the slide you will click the provided link to read information
about the topic. There are a couple of guiding questions on each slide to help you
navigate the text and look for specific ideas or experiences. Once you have read the
text and figured out the answer, write it on your sheet. [Allow students time to read
and answer the questions.]
iii. Who would like to share their answer? [Student shares answer]. Where did you
find the answer? [Previous student responds.]
iv. Thumbs up if you know what to do and want to continue on your own. For those of
you that want some more guidance, we will work through the rest of these slides
together before you do the next scavenger hunt on your own. If you are working
ahead on your own, once you have finished both scavenger hunts, bring your answer
sheet up so I can check your answers and give you your Venn diagram handout.
4. Independent Practice
i. Students be given the worksheet and PowerPoint for the scavenger hunt about Irish
immigrants and Ellis Island. They will complete at their own pace during class. Once
the scavenger hunts have been completed students will move on to putting their
information into a Venn diagram (which they had had previous experience working
with before) to help them brainstorm their writing.
5. Differentiation
Lesson will be differentiated based on the specific learning and behavioral needs of
students in classroom, such as ELL, gifted (above level), and remediation (below
level).
i. Above Level: Students will be allowed to search appropriate websites and use
resources on classroom computers to find other sources and identify the type.
ii. Below Level: Students can work with a partner to be able to talk about their
rationale for the Venn diagram. They can use a graphic organizer to help write their
paragraphs.
iii. ELL: Students can orally provide their choice and rationale to the teacher.
6. Closure
i. Once students complete all components, they will mark on the board which
immigrant group they chose to write about. Cross-curricular learning can be applied
to this closure as a way to create a mathematical graph.
VI.

Teacher and Student Resources and Evaluation of Resources


A. Student Reading Resources:
PowerPoints for Scavenger Hunts
B. Teacher Resources for Lesson Design
http://www.american-historama.org/1881-1913-maturation-era/angelisland-immigration-center.htm
http://www.kqed.org/w/pacificlink/history/angelisland/china.html#

CHINESE IMMIGRANTS & ANGEL ISLAND/IRISH IMMIGRANTS & ELLIS ISLAND

https://youtu.be/fWIAv7yTqLE
C. Evaluation of Teacher Resources
Resource
Influence
3+ Characteristics
Title or
Significant
suggesting that the
Website
Influence (SI) or
source is a quality
Address
Minor Influence
resource, reliable
(MI) in informing material
your thinking,
decisions about
the lesson plan
http://www.a Significant
1) .org website.
mericanInfluence used to 2) Utilizes primary
historama.or guide students
source documents
g/1881knowledge Angel
3) Very informative
1913Island
maturationera/angelislandimmigrationcenter.htm
http://www.k Significant
11) .org website.
qed.org/w/pa Influence used to 2) Utilizes primary
cificlink/hist guide students
source documents
ory/angelisla knowledge about
3) Very informative
nd/china.htm Chinese
l#
immigrants

hhttps://yout
u.be/fWIAv7
yTqLE.jpg

VII.

Accessibility
Access for
teachers or
others

Overall Rating
and
Suggestions for
current, future
use of resource

Teacher is
main access
guide, but
students and
parents can
look at
website as
well.

I like the
content
provided, but it
does seem a bit
overwhelming.
I would like to
be able to
access the
website without
ANY ads.
Once again this
website has too
much
information, but
can scaffold
what students
read.

Teacher is
main access
guide, but
students and
parents can
look at
website as
well.
Significant
1) Information is
Teacher is
Influence used to correct.
main access
guide students
2) Short and engaging. guide, but
knowledge about
3) No comments or
students and
the different
trolling permitted.
parents can
between primary
4) Creator has many
look at
and secondary
history-themed videos. website as
sources.
well.

Good
information and
presented for
different
intelligences
(video).

Formative/Summative Assessment(s)
A. Formative Assessment
i. The teacher will observe and monitor the as they progress through the scavenger
hunts. Teacher will check answers as each student completes the scavenger hunts
so they progress to the other lesson objectives
B. Summative Assessment

CHINESE IMMIGRANTS & ANGEL ISLAND/IRISH IMMIGRANTS & ELLIS ISLAND

i. The teacher will collect the Venn diagrams and paragraphs.


VIII.

Technology/Materials/Equipment
Computer or laptop with internet and audio capabilities
Projection capabilities to a SmartBoard (or whiteboard) for the
computer/laptop
Classroom computers/laptops (one for each student)
Scavenger Hunt PowerPoints
Scavenger hunt worksheets (one per student per scavenger hunt)
Venn diagram (one per student) *see below

IX.
Reflection on Planning
I initially struggled with what to do to give students more hands on, authentic exposure to
primary and secondary sources. Once I thought about the scavenger hunt as a teaching tool, it
because clear that the scavenger hunts would be a perfect way to integrate the skills of using
primary and secondary sources with the content from the unit. The structure of the scavenger
hunt also allows for greater flexibility within the student population because students can work at
their own pace. This lesson also encourages cross-curricular experiences with the writing activity
at the end and the optional graphing of the closure activity.