Teachers Page

Goals of a WebQuest

*****Within the realm of problem-based learning, the following goals will be achieved: 

Students will be able to:

o       Problem-solve effectively using an integrated, flexible and usable knowledge- base.

o       Employ effective self-directed learning skills to continue learning as a lifetime habit.

o       Continuously monitor and assess the adequacy of their knowledge, problem-solving and self-directed learning skills.

o       Collaborate effectively as a member of a group.

Objectives:

1.  Students will be able to research and analyze information about immigration.

2.  Students will be able to form an opinion about immigration issues.

3.  Students will be able to extend ideas presented in primary or secondary sources through evaluation and elaboration.

4.  Students will be able to structure ideas and arguments in a persuasive way and support them with precise and relevant details.

5.  Students will be able to organize a policy conference focusing on a global issue for participants to discuss the issues from different points of view.

6.  Students will be able to use research, compromise and consensus building skills to explore a multi-faceted problem.

7.  Students will be able to review thoughts, theories and multiple points of view to make informed individual opinions and a single group recommendation.

8.  Students will be able to create a presentation--visual, oral, and/or multimedia--based on their group recommendation.

Notes for a successful project:

                *daily student readings of first-hand immigrant accounts

                *daily listening to and discussion of immigrant narratives (tape)

                *study and discussion of classroom text unit on immigration

                *provision of various books about immigration for further study

                *introduction using a self-created PowerPoint presentation

Other Resources: Books:

Passage to Liberty: The Story of Italian Immigration and the Rebirth of America  by A. Kenneth Ciongoli, Jay Parini

Journey of Hope: The Story of Irish Immigration to America
by Kerby Miller, Patricia Mulholland Miller, Patricia Muholland Miller

Dreaming of America: An Ellis Island Story (International Reading Association Teacher's Choice Award)
by Eve Bunting, Ben F. Stahl (Illustrator)

Journey to Ellis Island
by Carol Bierman, Laurie McGaw (Illustrator), Barbara Hehner

The Orphan of Ellis Island: A Time-Travel Adventure
by Elvira Woodruff

Ellis Island Interviews: In Their Own Words
by Peter Morton Coan

Jewish Americans: The Immigrant Experience (Immigrant Experience Series)
by Hasia R. Diner

Chinese Americans: The Immigrant Experience
by Dusanka Miscevic, Peter Kwong

The Japanese Americans (Immigrant Experience)
by Harry Kitano

The Greek Americans (Immigrant Experience)
by Dimitris Monos, Sandra Stotsky (Editor)

The Mexican Americans (The Immigrant Experience)
by Julie Catalano

Immigration Then and Now
by Karen Baicker  (Scholastic Professional Books 4-8)

Traveling Around the World
by Donna Borst (editor) Good Apple (Division of Frank Schaffer Publications)

Thematic Unit: Immigration

by Patricia Sima, et. al.  (Teacher Created Materials)

 

Other Resources: Immigrant Narratives:

 

http://www.pbs.org/kcet/newamericans/3.0/personalstories.html

WEB Resources (including those that were not used)

General Immigration History:

http://lcweb2.loc.gov/ammem/ndlpedu/features/immig/immigration_set2.html  Library of Congress:  Immigration in American Memory

http://www.usais.org/  (U.S. immigration services website)

www.ellisisland.com

www1.umn.edu/ihrc/   Immigration History Research Center with databases of many ethnicities

http://capital.net/~alta/index.html  (virtual tour of Ellis Island)

http://www.hartford-hwp.com/archives/45/index-i.html  history of immigrants in the United States

www.ellisisland.org  (interactive immigration information)

http://www.ins.usdoj.gov/graphics/exec/natz/natztest.asp?FormMode=INITIAL  naturalization self-test

http://www.gliah.uh.edu/historyonline/immigration_chron.cfm  landmarks in Immigration History: timeline format

http://www.bergen.org/AAST/Projects/Immigration/waves_of_immigration.html  peaks of immigration in graph format

http://www.fairus.org/html/03002606.htm  chart portraying numbers of immigrants per decade categorized by country

http://www.rapidimmigration.com/usa/1_eng_immigration_history.html  US immigration history summary in newspaper format

Why They Came:

http://www.bergen.org/AAST/Projects/Immigration/reasons_for_immigration.html  timeline of reasons for immigration

http://www.pbs.org/kcet/newamericans/3.0/3.3text.html  interactive timeline of immigration

 How They Came:

http://members.aol.com/neahellas/nea_ellas.html  Ship that brought over thousands of immigrants and their stories

http://cmp1.ucr.edu/exhibitions/immigration_id.html  photographs at Ellis Island

http://www.bergen.org/AAST/Projects/Immigration/methods_of_transportation.html  methods of transportation and ports of arrival

http://memory.loc.gov/cgi-bin/query/D?papr:1:./temp/~ammem_lcDu::  US Library of Congress: Arrival of Immigrants to Ellis Island Film

Reception in the US:

http://www.cetel.org/programs.html#Anchor-clips  Ancestors in the Americas (Asian) movie clips

http://www.bergen.org/AAST/Projects/Immigration/treatment_by_other_americans.html  reception in the US

http://americanhistory.si.edu/perfectunion/experience/index.html  Smithsonian: “A More Perfect Union-Japanese Americans and the US Constitution”

http://www.apa.si.edu/ongoldmountain/  Smithsonian: “On Gold Mountain” Chinese-American Experience

Acclimation:

http://web.gsuc.cuny.edu/ashp/heaven/index.html  (immigrant women in the turn-of-the-century city)

http://www.thirteen.org/tenement/index.html  (Lower East Side Tenement Museum)

http://www.pbs.org/rootsinthesand/  Roots in the Sand: Punjabi-Mexican families who settled in California in early 1900’s

http://www.bergen.org/AAST/Projects/Immigration/opportunities.html  success for immigrants

http://www.bergen.org/AAST/Projects/Immigration/assimilation.html  assimilation of immigrants

Past Decisions:

http://www.msu.edu/course/mc/112/1920s/Immigration/  (restrictions on immigrants in the 1920’s)

http://www.cetel.org/1854_hall.html  People vs. Hall – Chinese Inferior to Whites

http://www.cetel.org/1943_repeal.html  Repeal of the Chinese Exclusion Act

http://www.cetel.org/1942_9066.html  Japanese Internment order of WWII

http://www.bergen.org/AAST/Projects/Immigration/laws_restricting_immigration.html  laws restricting immigration

http://memory.loc.gov/ammem/aamhtml/aamhome.html  US Library of Congress: Ansel Adams’s photographs of Japanese Internment

http://www.germantownacademy.org/academics/ls/5th/morewrit/mwrith/strpojlb.htm  (poem about Japanese Internment Camps)

http://immigration.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.mtholyoke.edu%2Facad%2Fintrel%2Fchinex.htm  Chinese Exclusion Act

 

Articles/Sites for limitation of immigration

http://www.archives.gov/publications/prologue/fall_2000_us_canada_immigration_records_1.html  1895-1954: immigration across border of Canada

http://www.rapidimmigration.com/usa/1_eng_immigration_facts.html#general  facts about recent  immigration

http://www.cis.org/circle.html  article:  800,000 enter illegally

http://www.cis.org/topics/populationenvironment.html  effects on population

http://www.cis.org/topics/costs.html  cost of immigration

http://www.utexas.edu/lbj/uscir/exesum94.pdf  US Commission on Immigration Reform:  Policy Report

http://www.cnn.com/US/9603/immigration/18/  CNN:  “Coming to America:  Melting Pot Starts to Boil”

www.fairus.org  Federation for Immigration Reform

http://immigration.about.com/library/weekly/aa061601a.htm  (US and Mexico struggle to make border safer)

http://www.charlotte.com/mld/observer/news/local/5143958.htm  Charlotte, NC: Many Latino Shops Selling Risky Drugs

http://www.monett-times.com/NF/omf/monett/news_story.html?[rkey=0013175+[cr=gdn  Monett, MI:  Monett Police Chief Discusses Illegal Alien Problem

http://www.latimes.com/news/local/la-me-morale9feb09.story  LA Times:  Border Agents Worry About Jobs

http://www.numbersusa.com/index  (fight overpopulation threat to the US)

Current Issues: General

http://www.utexas.edu/lbj/uscir/becoming/es-toc.html  Immigration and Immigrant Policy  1997

http://usembassy.state.gov/posts/ks1/wwwh2400.html  US Embassy:  Glossary of Immigration

http://www.state.gov/g/prm/rls/fs/  US Department of State-Bureau of Population, Refugees and Migration: Fact Sheets

http://www.immigrationforum.org/pubs/articles/032002_wayforwardpdf.pdf  The National Immigration Forum:  Immigration in the Wake of 9/11

http://www.immigrationforum.org/press/articles/112102_creatingDHS.htm  The National Immigration Forum:  “Homeland Security: A Failed Immigration System”

http://www.immigrationforum.org/press/articles/062702_homeland.htm  The National Immigration Forum:  “Immigration and the Department of Homeland Security”

http://www.ins.gov/graphics/index.htm  United States Immigration and Naturalization Service

http://immigration.about.com/library/weekly/aa042602a.htm  (immigration before and after 9/11)

http://ilw.com/  (immigration law)

http://www.cnn.com/2003/ALLPOLITICS/02/06/congressman.remarks.ap/  (CNN:  North Carolina congressman says Japanese internment justified

http://www.fairus.org/html/04137705.htm  Immigration and Ethnic Tension

 

Articles/Sites against limitation of immigration

http://www.pbs.org/kcet/newamericans/4.0/4.03misconceptions.html  misconceptions about immigration

http://www.pbs.org/kcet/newamericans/4.0/4.04famousimm.html  list of notable immigrants

http://www.rapidimmigration.com/usa/1_eng_immigration_facts.html#general  facts about recent immigration

http://memphis.bizjournals.com/memphis/stories/2003/02/10/story8.html  Memphis Business Journal: Foreign Nurses Recruited

http://www.immigrationforum.org/press/articles/082901_polls.htm  The National Immigration Forum:  “Polls on Immigration and Legalization Show Broad Support”

http://www.immigrationforum.org/press/articles/071201_mexican.htm  The National Immigration Forum:  “Embrace Mexican Immigrants”

http://www.upi.com/view.cfm?StoryID=20030130-044859-8167r  (United Press International:  Nation of Immigrants or Not)

http://www.washingtonpost.com/wp-dyn/articles/A26876-2003Feb4.html  (Washington Post:  Wrong Message to the Muslim World)

http://www.icirr.org/icirr.htm Illinois Coalition for Immigrant and Refugee Rights

http://www.arizonarepublic.com/opinions/articles/0205desantiago05.html  (Arizona Republic:  Hard Laws Create Hard Lives)

http://www.aclu.org/about/aboutmain.cfm  American Civil Liberties Union

 

http://www.isn.org/news/index.html  Immigrants Support Network: News

http://www.immigrationforum.org/  National Immigration Forum

 Learning Help:

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/brainstorming.html  brainstorming process guide

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/consensus.html  consensus process guide

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/persuasive.html  persuasive argument guide

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/time_manage.html

time-management guide

 

New Jersey Core Curriculum Content Standards:

Language Arts Literacy

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

D. Fluency

2. Read increasingly difficult texts silently with comprehension and fluency.

G. Comprehension Skills and Response to Text

3. Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.

8. Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and provide textual evidence of understanding.

16. Interpret text ideas through journal writing, discussion, and enactment.

H. Inquiry and Research

1. Produce written and oral work that demonstrates comprehension of informational materials.

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE,  ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Engage in the full writing process (from prewriting through post-writing) by writing daily and for sustained amounts of time.

2. Revise drafts by rereading for meaning, narrowing focus, elaborating, deleting, reorganizing, creating sentence variety as needed, maintaining consistency of voice, and reworking introductions, transitions, conclusions, and awkward passages.

3. Review and edit work for spelling, usage, clarity, organization, and fluency.

4. Demonstrate understanding of a scoring rubric to improve and evaluate writing.

5. Compose, revise, edit, and publish writing using appropriate word processing software.

B. Writing as a Product (resulting in a formal product or publication)

4. Write a range of essays, including persuasive, descriptive, personal, or issue-based.

C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).

6. Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Gather, select, and organize the most effective information appropriate to a topic, task, and audience.

2. Apply knowledge and strategies for composing pieces in a variety of genres (narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing, etc.).

6. Use a variety of primary and secondary sources to understand the value of each when writing a research report.

10. State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.

11. When writing persuasive essays, present evidence, examples, and justification to support arguments.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Discussion (small group and whole class)

1. Support a position, acknowledging opposing views.

4. Define group roles using consensus to ensure task is understood and completed.

5. Participate in an informal debate (e.g., small group discussion).

B. Questioning (Inquiry) and Contributing

2. Question to clarify others' opinions.

3. Talk with others to identify and explore issues and problems.

D. Oral Presentation

1. Use writing to prompt discussion and enhance planning of formal and informal presentations.

2. Use visual aids, media, and/or technology to support oral communication.

3. Give oral presentations to different audiences for various purposes, demonstrating appropriate modes in delivery (e.g., gestures, vocabulary, pace, visuals), and using language for dramatic effect.

STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.

A. Active Listening

1. Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one, small group).

4. Recognize persuasive techniques and credibility in oral communication.

5. Listen to determine a speaker’s purpose, attitude, and perspective.

B. Listening Comprehension

4. Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric).

STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.

A. Constructing Meaning

1. Identify aspects of print and electronic texts that support the author’s point of view (e.g., opinion, attitudes).

Social Studies

Standard 6.1:  All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System Of Government Of The United States.

8.   Identify and interpret the balance between the rights and the responsibilities of citizens.

9.   Locate, access, analyze, organize, and apply information about public issues, recognizing and explaining multiple points of view.

Standard 6.3:  All Students Will Acquire Historical Understanding Of Political And Diplomatic Ideas, Forces, And Institutions Throughout The History Of New Jersey, The United States, And The World.

6.   Assess positions of proponents and opponents at turning points throughout history.

7.   Analyze how events and changes occurred in significant historical periods.

8.   Understand issues, standards, and conflicts related to universal human rights.

Standard 6.4: All Students Will Acquire Historical Understanding Of Societal Ideas And Forces Throughout The History Of New Jersey, The United States, And The World.

8.   Understand how historical and contemporary ideas, perceptions, and occurrences have led to prejudice, discrimination, expulsion, genocide, slavery, and the Holocaust.

Standard 6.5: All Students Will Acquire Historical Understanding Of Varying Cultures Throughout The History Of New Jersey, The United States, And The World.

10. Analyze the political, social, economic, and technological factors which cause cultural change.

11. Analyze how different cultures deal with conflict.

Standard 6.8: All Students Will Acquire Geographical Understanding By Studying Human Systems In Geography.

9.   Give reasons for the changes in spatial patterns of human activities.

Cross-Content Workplace Readiness Standards

Standard 2:  All Students Will Use Information, Technology, And Other Tools.

  1. Demonstrate skills needed to effectively access and use technology-based materials through keyboarding, troubleshooting, and retrieving and managing information.
  2. Access technology-based communication and information systems.
  3. Use technology and other tools to solve problems, collect data, and make decisions.
  4. Use technology and other tools, including word-processing, spreadsheet and presentation programs, and print or graphic utilities, to produce products.
  5. Use technology to present designs and results of investigations.

Standard 3:  All Students Will Use Critical Thinking, Decision Making And Problem-Solving Skills.

  1. Formulate questions and hypotheses.
  2. Identify and evaluate the validity of alternative solutions.
  3. Interpret and analyze data to draw conclusions.
  4. Select and apply appropriate solutions to problem-solving and decision-making situations.
  5. Apply problem-solving skills to original and creative/design projects.

 Standard 4:  All Students Will Demonstrate Self-Management Skills.

  1. Work cooperatively with others to accomplish a task.
  2. Use time efficiently and effectively.
  3. Apply study skills to expand their own knowledge and skills.