Students identify many holidays that have been brought to the United States by different immigrant groups. Then they learn about some of the major immigrant groups of the nineteenth century—why they came and how they lived. Next they explore an interactivity about Ellis Island and analyze the Statue of Liberty as a symbol for immigration. Finally they research an ethnic neighborhood and write a short report.
Students read an introduction explaining that the United States has been shaped by immigrants bringing diverse customs and traditions, with a focus on immigration in the late nineteenth century. They view an image of a St. Patrick’s Day parade and respond to a poll indicating which listed holidays and customs (such as Mardi Gras, St. Patrick’s Day, Día de Muertos, Oktoberfest, Tết, Midsummer, Diwali, and Chuseok) they have heard of or celebrated.
Teacher MovesPresent the lesson overview and objectives, highlighting key vocabulary. After students respond to the poll, ask them if they know the origins of the listed holidays and briefly explain which immigrant groups brought each tradition to the United States. When discussion is complete, unlock the next scene.
Students examine an image of newly arrived immigrants at a port in 1910 and read background text describing major nineteenth-century immigrant groups, their reasons for leaving their homelands, and their living and working conditions in the United States, including the experiences of the second generation. They then answer multiple-choice questions to identify where many early immigrants came from, challenges they faced, and factors that helped their children adapt to American culture.
Teacher MovesInvite students with personal or family immigration experiences to share how they maintain ethnic traditions and adapt to life in the United States. Monitor student responses to the questions and, if needed, summarize key points about immigrant origins, hardships, and second-generation adaptation before moving on. Unlock the next scene when the class is ready.
Students view an image of a ship of immigrants arriving in New York Harbor and read about Ellis Island and other immigration inspection centers, including Angel Island. Using this information and the linked resources in their Student Pack (such as an Ellis Island summary, an article titled Ellis Island, and an Ellis Island virtual tour), they summarize the purpose of immigration inspection centers on a class wall. Students then examine an image of the Statue of Liberty and read about its symbolism and the Emma Lazarus poem “The New Colossus,” focusing on how the statue and poem connect to immigration. They post responses to a wall prompt explaining what the Statue of Liberty stands for and why it is associated with immigration.
Teacher MovesDirect students to the Ellis Island resources in the Student Pack as needed and clarify that inspection centers checked immigrants’ health and gathered information about their plans, sometimes denying entry. Introduce or review the full text of “The New Colossus” and the plaque photo from the Student Pack, reading and unpacking challenging vocabulary and meaning with the class. After students post their ideas about the Statue of Liberty, highlight and discuss one or more exemplary responses to deepen understanding of the statue’s symbolism and its connection to immigration. Unlock the next scene when ready.
Students view an image of Chinatown in Manhattan and read about how immigrant communities often formed ethnic neighborhoods in cities and towns. They choose one neighborhood or town from a provided list (such as Chinatown in San Francisco, Little Italy in New York City, Lindström in Minnesota, Fredericksburg in Texas, Braintree in Massachusetts, or Greek Town in Chicago) and research its history, ethnic composition, and how it reflects the culture of the immigrant group that settled there. Students write a short report, then post their report or a link (and optionally a photograph) on a shared wall. Finally, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesAssign or help students select neighborhoods, adding local examples to ensure a range of immigrant groups. Support students in planning and conducting their research and in organizing their reports with relevant details. After students post and comment, lead a discussion using several reports to highlight how different immigrant communities have contributed to American diversity and national identity. Unlock the next scene when discussion is complete.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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