WEB QUEST:

IMMIGRATION

By: James Raymer

Proctor High School District

JRaymer@UticaSchools.org

Introduction:

The United States experienced major waves of immigration during the colonial era, the first part of the 19th century and from the 1880s to 1920. Many immigrants came to America seeking greater economic opportunity, while some, such as the Pilgrims in the early 1600s, arrived in search of religious freedom. From the 17th to 19th centuries, hundreds of thousands of African slaves came to America against their will. The first significant federal legislation restricting immigration was the 1882 Chinese Exclusion Act. Individual states regulated immigration prior to the 1892 opening of Ellis Island, the country’s first federal immigration station. New laws in 1965 ended the quota system that favored European immigrants, and today, the majority of the country’s immigrants hail from Asia and Latin America.

Task:

Attention Students!!!!!

You are to complete this web quest, including the attached worksheets, in its entirety. Throughout this web quest you will be diving head first into the history of immigration. Focusing on the post Civil War era, you will be focusing on the various aspects of European and Asian immigration in the United States. After you have completed the web quest, you will pretend you are an 1850’s – 1930’s immigrant from one of the countries you studied in this web quest. Much of your family, however, still lives in the country you emigrated from. Write a letter to one of your family members in which you describe the overall immigrant experience. Be sure to describe the difficulties involved in the immigration experience, as well as tell the positive and negative aspects of life in America.

What you will be graded on:

- The Three Attached Worksheets

- The Letter to your Family Member

- Immigration Discussion

Welcome!

…or maybe not…

Process:

AHPPA Step 1: Identifying the Problem

Immigration (1850-1924)

Culture

Identity

Diversity

Change

- 1. What were some of the problems faced by immigrants attempting to immigrate to the United States from 1850 - 1924?

- 2. What were some of the problems faced by the immigrants once in the United States?

AHPPA Step 2: Gather the Evidence

Part 1: Difficulties of the Immigration Process

- Worksheet 1 - Fill this out using the sites below

- Theories of Immigration

- Chinese Exclusion Act

- Chinese Exclusion Act - View picture "A Statue for Our Harbor"

- "A Statue for Our Harbor" Close-up

- Immigration Laws

Part 2: Immigrant life in the United States

- Worksheet 2 - Fill this out using the sites below

- New Immigration

- Video - Reunited with Loved Ones

- Ellis Island Tour

- German and Irish Immigrants

- Immigration to the U.S. Chart

AHPPA Step 3: Determining the Causes

- Worksheet 3 - Fill This Out

AHPPA Step 4: Evaluating the Policy

Pretend you are a new immigrant to the United States during the late 1800’s to early 1900’s. Much of your family still lives in the country you emigrated from. Write a letter to them in which you describe the difficulties involved in the immigration experience, as well as tell the positive and negative aspects of life in America.

Evaluation

Your Web quest (Worksheets, Letter and Discussion) will be evaluating using the following rubric:

CATEGORY	5	4	3 - 2	1 - 0
Immigrant Experience	The letter contains at least 3 accurate facts about the topic.	The letter contains 2 accurate facts about the topic.	The letter contains 1 accurate fact about the topic.	The letter contains no accurate facts about the topic.
Writing Skills	Sentences and paragraphs are complete, well-constructed and of varied structure.	All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.	Most sentences are complete and well-constructed. Paragraphing needs some work.	Many sentence fragments or run-on sentences OR paragraphing needs lots of work.
Immigrant Life in the U.S.	The letter contains at least 3 accurate facts about the topic.	The letter contains 2 accurate facts about the topic.	The letter contains 1 accurate facts about the topic.	The letter contains no accurate facts about the topic.
Three Worksheets	All three Worksheets have been completed and the content is well understood.	All three Worksheets have been completed but the content is not well developed yet.	Worksheets are not fully complete, and poorly done.	Student has put very little effort into completing the worksheets.
Immigration Discussion	All statements, body language, and responses were respectful and were in appropriate language.	Statements and responses were respectful and used appropriate language, but once or twice body language was not.	Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.	Statements, responses and/or body language were consistently not respectful.

Conclusion:

Congratulations!!!! Having completed this Web Quest, you have gained a better understanding of what it feels like to be a newly arrived immigrant in the United States. You have analyzed the difficulties faced by these immigrants during their voyages as well as the hardships they endured once in the United States.

Standards

Social Studies

Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Common Core Standards

Key Ideas and Details

· RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

· RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

· RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

· RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

· RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

· RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

· RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

· RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

· RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

· RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.