This sign was purchased by a North Beach second-hand shop from a proprietor in the neighboring Ch
Grade Range: K-5
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/12/2016
This inquiry leads students through an investigation of the experiences faced by immigrant groups who traveled to New York throughout the mid-nineteenth and early twentieth centuries. Understanding those experiences helps students develop keen insights into the cultural fabric of New York State. In examining the initial hopes of immigrants and their reasons for coming to America, the social and economic conditions in New York City at the time, and the realities of establishing a new life for immigrant families, students should be able to develop an argument with evidence to answer the compelling question “Did the American Dream come true for immigrants who came to New York?”
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
Common Core State Standards (Grades K-12)
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades K-2)
D2.His.3.K-2. (History): Generate questions about individuals and groups who have shaped a significant historical change.
D2.His.6.K-2 (History): Compare different accounts of the same historical event.
D4.2.K-2. (Communicating and Critiquing Conclusions): Construct explanations using correct sequence and relevant information.
D4.3.K-2. (Communicating and Critiquing Conclusions): Present a summary of an argument using print, oral, and digital technologies.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
D2.Geo.6.3-5. (Geography): Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
D2.Geo.7.3-5. (Geography): Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
D2.Geo.8.3-5. (Geography): Explain how human settlements and movements relate to the locations and use of various natural resources.
D2.His.3.3-5. (History): Generate questions about individuals and groups who have shaped significant historical changes and continuities.
D3.3.3-5. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5. (Developing Claims and Using Evidence): Use evidence to develop claims in response to compelling questions.
D4.2.3-5. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.3.3-5. (Communicating and Critiquing Conclusions): Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).