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Immigration: Fact or Fiction?

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Lesson Plan

Immigration: Fact or Fiction?

Students will analyze primary source documents related to U.S. immigration around 1900 to distinguish between factual information and subjective opinions, thereby developing their document-based question (DBQ) analysis skills.

Understanding how to critically evaluate historical documents is crucial for developing informed perspectives on past events and their impact on today's society. This skill helps students discern bias and evidence in all types of information they encounter.

Audience

9th Grade

Time

30 minutes

Approach

Students will engage with a primary source document, analyze its content, and complete a worksheet.

Prep

Review Materials

5 minutes

Review the Immigration Perspectives Slide Deck, First Impressions Warm-Up, Document A: Ellis Island Account Reading, and Document Analysis Worksheet. Ensure you are familiar with the content and discussion points. Also, review the Document Analysis Answer Key.

Step 1

Warm-Up: First Impressions

5 minutes

Distribute the First Impressions Warm-Up. Instruct students to read the prompt and write down their initial thoughts about immigration at the turn of the 20th century. Facilitate a brief class discussion to share a few responses, activating prior knowledge and setting the stage.

Step 2

Introduction to DBQ Analysis

5 minutes

Display the Immigration Perspectives Slide Deck (Slide 1-2). Explain the purpose of a DBQ: to analyze historical documents and construct an argument. Emphasize the importance of distinguishing between facts and opinions in primary sources. Briefly explain the historical context of immigration around 1900.

Step 3

Document Analysis Activity

15 minutes

Distribute Document A: Ellis Island Account Reading and the Document Analysis Worksheet. Instruct students to read Document A carefully and complete the worksheet. Circulate to assist students and encourage deep analysis. Remind them to look for both factual statements and subjective language.

Step 4

Wrap-Up and Discussion

5 minutes

Display the Immigration Perspectives Slide Deck (Slide 3). Bring the class back together. Facilitate a brief discussion using the questions from the worksheet as a guide. Discuss how different perspectives can shape historical narratives and the challenge of identifying bias. Collect the worksheets for assessment.

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Slide Deck

Welcome: Stepping Into History!

Today, we're going to travel back in time to explore U.S. immigration around 1900. Get ready to put on your detective hats!

Greet students and introduce the day's topic: immigration around 1900. Ask them to think about what they already know or what comes to mind when they hear 'Ellis Island' or 'early 20th-century immigration.'

DBQ: Fact or Opinion?

What is a DBQ?

  • Analyzing historical documents to answer a question.
  • Using evidence to support your arguments.

Immigration Around 1900

  • A time of massive change and global movement.
  • Millions arrived in the U.S., seeking new opportunities.
  • Ellis Island: the gateway for many newcomers.

Today, we'll learn to sort facts from feelings in historical texts.

Explain the concept of a Document-Based Question (DBQ) and its importance. Emphasize that primary sources often contain both facts and opinions. Briefly set the historical context for immigration in the early 1900s, including key locations like Ellis Island.

Reflecting on Perspectives

What did we learn today?

  • Analyzing documents requires a critical eye.
  • Distinguishing facts from opinions helps us understand history better.
  • Everyone has a perspective – even historical authors!

Turn in your worksheets! Great work today, historians!

Conclude the lesson by facilitating a discussion about the challenges of historical analysis and the different perspectives encountered. Reinforce the idea that even primary sources can have biases. Collect worksheets.

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Warm Up

First Impressions: Immigration

Instructions: Take a few minutes to think about what you know or imagine about immigration to the United States around the year 1900. What kinds of people were coming? What challenges did they face? What hopes did they have?











What are two words that come to mind when you think about this time period and immigration?





Why do you think people decided to leave their homes and move to a new country like the United States in the early 1900s?





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Reading

Document A: An Immigrant's First Day at Ellis Island (Adapted)

This account describes the experiences of a young woman arriving at Ellis Island in 1907.

"The first thing I remember was the tremendous noise. Thousands of voices, speaking in a dozen different languages, all seemed to be shouting at once. We were herded off the ferryboat like cattle, a mass of weary, anxious faces. My mother clutched my hand tightly, her eyes wide with a mixture of fear and excitement.

We walked for what felt like miles, up a grand staircase. At the top, stern-faced officials directed us into long lines. It was here that we had our first 'test.' Doctors stood, carefully observing each person as they passed. I saw one man pulled aside because he was limping. Another woman had her eyelids quickly flipped open with a buttonhook, a procedure that made many wince. It was quick, impersonal, and made you feel like you were being inspected, not welcomed.

Next came the questioning. An interpreter, who spoke our dialect, relayed the questions from a uniformed officer. 'What is your name? Where are you from? Who are you joining? Do you have money? Do you have a job waiting for you?' My father answered truthfully, stating we had twenty dollars and were going to join his brother in Chicago. The officer scribbled notes on a form, barely making eye contact.

After what felt like an eternity, we were allowed to pass through a gate. My mother sighed with relief. We were officially in America. But the journey wasn't over. We still had to find our way to Chicago, a city that felt a million miles away. Yet, there was a spark of hope. We had made it through the 'Island of Tears' and were ready to begin our new lives."


Source: Loosely based on the memoirs of various immigrants to Ellis Island, early 20th century.

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Worksheet

Document Analysis Worksheet: Ellis Island Account

Instructions: Read "Document A: An Immigrant's First Day at Ellis Island" carefully. Then, answer the questions below, making sure to use evidence from the document to support your answers.

Part 1: Initial Understanding

  1. Who is the author of this account, and what is their perspective?


  2. What is the main topic of this document?


  3. Where does this event take place?


Part 2: Fact vs. Opinion

Definition Check:

  • Fact: A statement that can be proven true or false.
  • Opinion: A personal belief, feeling, or judgment.

For each statement below, identify if it is a Fact (F) or an Opinion (O) based on Document A. Then, explain your reasoning.

  1. "The first thing I remember was the tremendous noise."

    F or O?

    Reasoning:


  2. "Thousands of voices, speaking in a dozen different languages, all seemed to be shouting at once."

    F or O?

    Reasoning:


  3. "It was quick, impersonal, and made you feel like you were being inspected, not welcomed."
    F or O?

    Reasoning:


  4. "My father answered truthfully, stating we had twenty dollars and were going to join his brother in Chicago."
    F or O?

    Reasoning:


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Answer Key

Document Analysis Answer Key: Ellis Island Account

Instructions: This answer key provides the correct classifications and reasoning for the "Document Analysis Worksheet: Ellis Island Account."

Part 1: Initial Understanding

  1. Who is the author of this account, and what is their perspective?

    Answer: The author is a young woman arriving at Ellis Island in 1907. Her perspective is that of an immigrant experiencing the process firsthand, which shapes her observations and feelings about the events.

  2. What is the main topic of this document?

    Answer: The main topic is the personal experience of an immigrant during their arrival and initial processing at Ellis Island around 1907.

  3. Where does this event take place?

    Answer: The event takes place at Ellis Island.

Part 2: Fact vs. Opinion

For each statement below, identify if it is a Fact (F) or an Opinion (O) based on Document A. Then, explain your reasoning.

  1. "The first thing I remember was the tremendous noise."

    F or O? O

    Reasoning: "Tremendous" is a subjective adjective describing the noise. While there was noise, whether it was "tremendous" is the author's personal perception, not an objectively verifiable fact.

  2. "Thousands of voices, speaking in a dozen different languages, all seemed to be shouting at once."

    F or O? O

    Reasoning: The phrases "thousands of voices" and "a dozen different languages" could be exaggerations or generalizations based on the author's impression, not a precise count. "Seemed to be shouting at once" is also a subjective observation of the noise level and chaos.

  3. "It was quick, impersonal, and made you feel like you were being inspected, not welcomed."
    F or O? O

    Reasoning: "Impersonal" and "made you feel like you were being inspected, not welcomed" are clear statements of the author's feelings and interpretation of the experience. These are personal judgments, not objective facts about the procedures themselves.

  4. "My father answered truthfully, stating we had twenty dollars and were going to join his brother in Chicago."
    F or O? F

    Reasoning: This statement describes specific actions and declarations made by the father: stating they had twenty dollars and were joining his brother in Chicago. These are verifiable pieces of information presented as direct reporting of what was said, not a personal feeling or judgment by the author.

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