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EMS Social Studies
Pages and Files
Ancient Civilizations Research Project
Bloom Ball Project Requirements
Declaration of Indendence
Bill of Rights
Civil War Biographies
Back to EMS Home
Introduction and Review
Table of Contents
Standards Aligned Unit Plan
Coming to America.pptx
General Information Websites
Specific Immigrant Groups
Tools and Tutorials
Primary Source Sets
Immigration - Presentation from LOC
Think Quest -Immigration
The Chinese in California Gold Rush
Ship Manifests with Immigrant Lists
Good place to begin-can search by port of departure and port of arrival
Many, many ship manifests - arriving in New York
SS Rotterdam - 1887
British Bark Irvine - 1851 from Ireland
SS La Bretagne - 1907 - Mostly Italian immigrants
SS Oceanic - 1893 - Japanese and Chinese Immigrants
Pg 2 for Chinese
Slave name database
Slave Name Database.xlsx
Signing Up for Animoto
Creating Bit.ly link to Google Docs Credits page
Note Taking Tools
Google Docs Note Taking Template
Citation and Attribution
Mr. DeFord's Examples:
Irish Immigration Notes
Irish Immigration Animoto
The Middle Passage
Mrs. Johnson -
Attitudes and Struggles
Changing the American Landscape
Push/Pull-Causes of Immigration
When and Where/Facts and Figures
Standards Aligned Unit Plan
Essential Learnings/Learning Targets
21st Century Learner Standards
Students will be able to:
formulate historical questions based on examination of primary sources
Understand and be able to explain the reasons for major periods of immigration to the United States
Describe how different segments of U.S. society reacted and changed as different immigrant groups moved to the United States
Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives.
a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Examine, analyze and discuss primary sources relating to American immigration and immigrants.
Choose a particular immigrant group and conduct research to determine:
The reasons that led them to immigrate
How the immigrant group impacted U.S. Society
How the immigrant group was treated and assimilated.
Create a multi-media presentation (an Animoto) that demonstrates their new knowlede and understanding
Immigration Story Rubric
help on how to format text
Turn off "Getting Started"