# data[].attributes.body
Immigration in New York State 1800s-Present
Grade 4
Caitlyn Silverman
Katie Grasso

# data[].attributes.body
What did immigrants gain from migrating to New York State in between the time periods of the 1800s to present day and how did they impact New York State?

# data[].attributes.body
Main Ideas:
-Discuss immigrants arrival to New York City via Ellis Island.
-Factory work and conditions (sweatshops, child labor, Triangle Shirtwaist Fire).
-Formation of labor unions and exposure of horrible conditions (The Jungle and other exposing novels).
-African American Immigrants coming north and to New York City.
-Discovering the Harlem Renaissance.
- The process of becoming a citizen (compare then and now).

# data[].attributes.body
-What challenges did immigrants face coming through Ellis Island?
-What jobs were available to immigrants? What were the conditions of these jobs?
-How can we find an immigrant group in our community? What can we learn about them and from them?
-Why did African Americans move north?
-What came out of the Harlem Renaissance?
-How do you become a citizen now and what has changed?

# data[].attributes.body
- What year did the immigrants start showing up to New York through Ellis Island?
-Why were these conditions bad?
- Why were labor unions created?
-What were the African Americans running from?
-Where was the Harlem Renaissance centered and what was another name for it?
- What were the differences between the two?

# data[].attributes.body
-Scholastic Virtual Interactive Tour of Ellis Island.
-Online activity on types of jobs available, the conditions, and who was working.
-Flipgrid on African American migration north.
-Small Group activities where students will complete 3 out of 6 choices on a choice board about the Harlem Renaissance.
-A Voki on citizenship process today and the differences from immigration in the past.

# data[].attributes.body
-Homework and in class Library/Computer lab time to research an immigrant community in our district and create a lapbook on what they find.

# data[].attributes.body
- An activity with an excerpt from the Jungle and a reading/writing assignment based on what they read on about the Jungle.
-Activity on types of jobs and the conditions on what people went through. An example would be the students recording themselves discussing and explaining what the book is about and what they learned on flipgrid videos. After they make a video they would comment on four other videos.

# data[].attributes.body
-One activity/ homework they can do is to write a short essay about if they would like to move to a new country at some point in their lives. Students should write an essay discussing the following:
- What country would they move to and why?
-What would they have to change about their way of life to assimilate to the new culture?
-What challenges would they face?
-What would they want to see and do when they arrived?

# data[].attributes.body
Joint History and English Harlem Renaissance group project. Students will make a Thinglink on the life and works of a musician, artist or writer from the time.

# data[].attributes.body
-Gimkit PreAssessment Game (made by teacher).
-Socratic Seminar
-AnswerPad group quiz
-Kahoot exit quiz
-Nearpod exit quiz

# data[].attributes.body
-4R1:

Locate and refer to relevant details and evidence when explaining what a text says

explicitly/implicitly and make logical inferences. (RI&RL)
- 4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,

time lines, animations, illustrations),and explain how the information contributes to an

understanding of the text. (RI&RL)
- ISTE Standard:
Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

# data[].attributes.headline
NYS K-8 History Standards, NextGen ELA & ISTE Standards 

# data[].attributes.subject
NYS K-8 History Standards, NextGen ELA & ISTE Standards 

# data[].attributes.body
-NYS K-8 Social Studies Framework: 4.7
IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have
immigrated and migrated to New York State contributing to its cultural growth and development.
(Standards: 1, 3, 4, 5; Themes: ID, MOV, CIV, ECO, EXCH)
-NYS NextGen ELA Standard: 4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text.
4W5: Draw evidence from literary or informational texts to respond and support analysis, reflection,
and research by applying the grade 4 Reading Standards.
4W6: Conduct research to answer questions, including self-generated questions, and to build
knowledge through investigating multiple aspects of a topic.
-ISTE Standard:  Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
7c: c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

# data[].attributes.body
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/ss-framework-k-8a2.pdf

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf

https://www.iste.org/standards/for-students

# data[].attributes.body
https://www.gimkit.com/

https://kahoot.com/

https://info.flipgrid.com/

https://app.theanswerpad.com/homepage.html
vities/immigration/tour/

https://nearpod.com/teach3?utm_expid=.ht-CwvfMRaWXD-i6XOj1ug.1&utm_referrer=
http://teacher.scholastic.com/acti