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Coming to America: A Jewish Family's Legacy through Primary Sources

by  Strawbery Banke Museum

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How can we piece together the story of someone’s life who lived over 100 years ago?  Using an ordinary family who immigrated to America around the turn of the 20th Century, students will examine historical documents from ship’s manifests to census records and visual evidence such as photographs and paintings.  They will discover how primary sources can build a deeper understanding of the history of immigration in America.

Program Rating

This program has not yet been evaluated.
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About This Program

Cost

Point to Point: $100.00
Point to Point Premium: $85.00


Strawbery Banke is offering flexible pricing that offers a pay what you can model for the 2020-2021 school year. When registering schools can tell the museum what they can pay (from $0 - $100 per program) and that request will be honored, with no questions asked.

Length

Flexible 45 - 60 minutes


Target Audience

Education: Grade(s) 7, 8, 9, 10, 11, 12, Homeschool/Family

Minimum participants:

1

Maximum participants:

Maximum is 80 though for optimum interactivity, we suggest no more than 30 or one classroom.


Primary Disciplines

Social Studies/History, Literacy


Program Delivery Mode

Zoom



Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Every attempt should be made to cancel a program at least 5 days before the program is scheduled. Any money exchanged will be refunded minus a $20 processing fee.

About This Provider

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Strawbery Banke Museum

Portsmouth, NH
United States

Strawbery Banke Museum, in the heart of historic downtown Portsmouth, New Hampshire, is a 10-acre outdoor history museum dedicated to bringing 400+ years of American history to life. Strawbery Banke Museum tells the story of the neighborhood called Puddle Dock, surrounding the tidal inlet. This neighborhood grew from seasonal hunting and fishing grounds of Indigenous Abenaki people to a wilderness outpost in the late 1600s and through cycles of maritime prosperity to become a multi-cultural "neighborhood of newcomers."  The museum is known for its first-person historical roleplayers, period gardens and landscapes, making history relevant to the present day and using the lives of ordinary Americans to tell extraordinary stories.

Contact:
Rebecca Coppola
bcoppola@sbmuseum.org
6034227541

Program Details

Format

1. Introduce Strawbery Banke Museum and the importance of primary sources using the Shapiro House (1919 home of Jewish immigrants) as an example.
2. Introduce Shapiro family members whose journey we will follow through the program.
3. Examine and discuss visual examples of sources related to the Russian Empire and the process of immigration.
4. Think critically about the factors involved in immigrant settlement patterns in New England and use maps and contemporary descriptions to understand the specific choices made by the Shapiro family.
5. Use primary sources to draw conclusions about how immigrants find acceptance and make space for themselves in a new community.
6. Time for questions.

Objectives

Students will:
- examine primary sources related to immigration in New England.
- analyze geographically diverse textual and visual primary sources.
- practice clear communication and listening skills while participating in group discussions.
- use critical thinking to create historical interpretations from a variety of sources.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.11-12.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.11-12.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.11-12.RH.8 -- Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-LITERACY.11-12.SL.1 -- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.11-12.SL.2 -- Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.8 -- Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.9-10.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.9-10.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.9-10.RH.8 -- Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-LITERACY.9-10.SL.1 -- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.9-10.SL.2 -- Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

From C3 Frameworks for Social Studies:
D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
D2.His.1.6-8 .Analyze connections among events and developments in broader historical contexts.
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.4.6-8.Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8 Explain how and why perspectives of people have changed over time.
D2.His.10.6-8 Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
D2.His.12.6-8 Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.

D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial
diffusion of ideas, technologies, and cultural practices have influenced migration
patterns and the distribution of human population.
D2.His.4.9-12 Analyze complex and interacting factors that influenced the perspectives of people during different historical eras
D2.His.5.9-12 Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.7.9-12.Explain how the perspectives of people in the present shape interpretations of the past.
D2.His.8.9-12 Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.