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.