Ellis Island Without Science, History Could Not Have Been Made! NJSC October 14, 2009

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Immigration and Health & U. S. Census Math Prompts The Ellis Island Journey High School and Technology

Immigration and Health & U. S. Census Math Prompts

Immigration and Health Student groups learned about sick immigrant children from the early 1900’s Research:  disease symptoms & treatment, admission policies of the early 1900’s and today Work products: Puppet Show Portfolio Essay

Puppet Shows told the story of an immigrant child's inspection experience at Ellis Island

Puppets showed signs & symptoms of diseases such as… Tuberculosis Measles Favus Trachoma

Portfolios included Personal Reflections Today I realized for the first time that “immigrating to the United States was hard.  You could get separated from loved ones and be sent back to where you came from for not being smart or having a contagious disease...”                               Tyler, age 11

U. S. Census Data Math Prompts Math teachers used government data to create math prompts for students in grades 1-8. Students discovered math’s usefulness for analyzing population trends.

Math teachers discovered a wealth of real-life, fascinating resources for data analysis lessons

Results prompted interdisciplinary inquiry & discussion Example: Why do you think there was a higher percentage of immigrants in the western United States than in the midwest?

The Ellis Island Journey

After identifying each student’s family heritage, the journey began with only 10 items packed in baggage in preparation for the voyage to America. Many immigrants were both happy and fearful of what the future would hold.

There were no antibiotics or vaccines in the early 1900s to stop the spread of disease. Public Health Warning Brochures would provide important information for entrance into America, hospitalization in a contagious disease ward, or deportation!

The Public Health Warning Brochure provided valuable information for identifying a disease, as well as, prevention and treatment. In the early 1900s America only wanted immigrants that were strong, well, and bright enough to earn a living.

Fifth Grade and Eighth Grade classes shared their health brochures. This cross-grade level opportunity provided a learning experience in which the observable outcome was an understanding and respect for their peers.

Each student researched a scientist who had a heritage that matched their own heritage. They learned how diverse cultural backgrounds of scientists contributed to the growth of America.

To prepare for their visit to Ellis Island, students created their own t-shirts. In this way, they felt as though they were mini-ambassadors spreading the word about the importance of Ellis Island as an Immigration Station.

The 5th grade’s field trip to Ellis Island was the culmination of a year of learning. Students investigated the stories from the “south side” and were guided by a scavenger hunt as they immersed themselves in the journey of an immigrant.

High School Projects

VELOCITY ANALYSIS TO ELLIS ISLAND 12/08 Galway, Ireland 4950 km Ship 13 knots (24 km/hr) 206 hours 8 ½ days Concorde 2150km/hr 2 ½ hrs Port-au-prince Haiti 1539 miles Boat 23 knots (26.5mph) 58 hours 2 ½ days Plane 450mph 3.42 hours security checks, etc add 3 hrs Plane 240 mph 6.42 hours Hamburg, Germany 3820 miles Ship 15 knots (17.3mph) 220 hours 9 days Bad weather add 1 day Plane speed 424.89 mph 9 hrs Include stopovers, security, headwinds, delays, etc Plane 305.6 mph 12 ½ hrs 1890’s 2000’s Wind, rain, currents, delays, Security checks – add time Legal, social, economic factors affect immigration Advances in transportation make return trips easier

VECTOR ANALYSIS ON ELLIS ISLAND 2/09 NOT DRAWN TO SCALE DISTANCE 1454.56 ft DISPLACEMENT 750.35 ft DEVIATION 3% DISTANCE 1159.08 ft DISPLACEMENT 769.04 ft DEVIATION 0.5% 10.5 cm 14cm 1 cm DIAGONAL 772.73 ft 3.5 cm 4.5 cm 3.5cm 3.5cm 4.5 cm 1.5 cm 4cm 4.5 cm 2.5cm An immigrant would feel very scared and nervous walking through the hallway to the isolation ward. The corridor would seem endless and full of sadness. The immigrant had only one path they could take. A doctor would mentally prepare himself for the workload of the day. A walk outside on a beautiful day would calm him for the day ahead. The doctor could walk outside along any path he chose or he could walk inside, He had choices.

LABORATORY ANALYSIS OF ELLIS ISLAND 03/09 STUDENTS DETERMINE THE SPECIFIC HEAT CAPACITY AND DENSITY OF BRICK AND “SAND/STONE” SAMPLES. THESE MATERIALS WERE USED ON SOUTH SIDE BUILDINGS. STUDENT LAB REPORTS INCLUDE DISCUSSION OF MATERIALS PAST AND PRESENT AND HISTORIC RESTORATION, STABILIZATION AND PRESERVATION.

Technology projects

Voicethread on family artifacts Online viewers click here

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My Grandfather's Journey Online viewers click here.

Resources Historical Aspects of Immigration (E. Abbot) Immigration and Americanization ( A. Reed ) Letters from Rifka (K. Hesse)

Additional Resources Handouts available online at www.tinyurl.com/bsdblog Select Presentation Tab (then NJSTA) Infectious Disease Lab (Teacher preparation and student worksheets) Ellis Island Public Health Brochure Spotlight on a SCIENTIST Ellis Island Scavenger Hunt

     CREDITS   Immigration and Health Problem-Based Learning Project and U. S. Census Math Prompts developed by Beth Topinka, 6th grade Science, Millstone Township Middle School, Perrineville, NJ     Connecting Immigration to Science through     Collaboration and Identification of  Cultural     Diversities     developed by Cindy Jenkins     5th grade Math and Science     Pond Road Middle School, Robbinsville, NJ

Voicethreads on Our Heritage (fourth grade) and Our Ellis Island Journey (fifth grade) developed by Barbara De Santis, In Class Support-Technology, Sayreville Public Schools, Sayreville NJ      High School Science Projects developed by Katherine Sullivan, Science Department, Mother Seton Regional high School, Clark NJ