Virtual Tour- then and now

Ellis Island and Science- Perfect Together

“…students should develop understanding of Science as a human endeavor, nature of science, and history of science. ”  

“Historical examples help students understand -scientific inquiry, -the nature of scientific knowledge, and - the interactions between science and society.”  

Ellis Island Without Science, History Could Not Have Been Made! NSTA March 2010

When you think of Ellis Island, you may think of this…

The Save Ellis Island Organization is completing the Ellis Island Story

The General Hospital Building on Island #2

Operating Room, Island #2

The Save Ellis Island Organization mandate: To rehabilitate and develop for public education and enjoyment the “other” Ellis Island, encompassing the extraordinary complex of 30 hospital buildings, thereby completing the story of Ellis Island as the portal for one of the largest migrations in history and demonstrating the economic and social benefit of historic preservation for civil society, and the relevance of historic places in the twenty-first century.

Immigration and Health The Ellis Island Journey High School and Technology

Immigration and Health Beth Topinka

Immigration & U.S. Health Policy Interdisciplinary Problem Based Learning Project: Science, Social Studies, Language Arts

Picture prompts: immigration images; discussion Groups given “primary source" documents about an immigrant child from the early 1900’s Told only that their child was sick and about to arrive at Ellis Island Project Launch

primary source documents included telegrams & letters JUNE 17, 1923 Anton, Domicilla Kubelik temporarily detained awaiting release placed hospital observation eyes. 8 July 1914 My dear cousin Tovah, …Do you remember how my braids used to be so thick and shiny? On our steamship we couldn’t wash our hair and now it feels so oily and dirty. Some has even fallen out in patches. Mama told us to keep our kerchiefs on no matter how much our heads itch. I can’t wait to wash my hair and stop wearing this horrid kerchief. The doctor is calling my name so I must go with him now. I will write to you again soon. Give your little sister Raisa a kiss for me. Shalom, Rachel

Research Students analyzed their collection of documents (letters, journals, telegrams, etc.) to determine & list their child’s symptoms Based on their child’s symptoms, students researched & diagnosed their child’s disease using pre-selected websites (CDC, World Health Organization, Mayo Clinic, etc.)

Will my child be admitted? Students… Researched medical treatments - Internet & print resources Investigated whether or not key medicines were available at the time of their child’s arrival. Read public health regulations from the early 1900’s to determine if their child’s disease was grounds for rejection. Much to my students’ dismay, several of our immigrant children were rejected for admission to the United States due to their incurable, contagious diseases.

Prompt 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 not being smart or having a contagious disease.” This makes me think about… “how they felt when they were getting examined or being told to be sent back to where they came.” Now I am curious to know… “if contagious diseases were caught by other immigrants coming into the states.” Tyler, age 11

Puppet Shows Students demonstrated their child’s Ellis Island medical processing experience Creative depictions of disease signs & symptoms! Favus Tuberculosis Trachoma

Results Students were actively and productively engaged because they were emotionally caught up in their child’s situation. Generated additional research questions. Enthusiastic inquiry. Students began to see how government policies and science are intertwined in history. Creative assessment opportunities… puppet show scripts, props, and presentation.

The Ellis Island Journey Cindy Jenkins

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 Kathy Sullivan

VECTOR ANALYSIS

LABORATORY ANALYSIS STUDENTS DETERMINE THE SPECIFIC HEAT CAPACITY AND DENSITY OF BRICK AND “SAND/STONE” SAMPLES..

Technology projects Barbara De Santis

Voicethread on family artifacts

My Grandfather's Journey .

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 NJEA) Infectious Disease Lab (Teacher preparation and student worksheets) Ellis Island Public Health Brochure Spotlight on a SCIENTIST Ellis Island Scavenger Hunt Math Links

     CREDITS   Immigration and Health Problem-Based Learning Project 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