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EXPANDING BOUNDARIES. CHANGING LIVES.
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Meet Victoria: Immersive Living History Program

by  Tenement Museum

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Meet Victoria is a costumed interpretation program. Students will be transported back in time to 1916 and interact with an actor playing Victoria Confino, an actual 14-year-old girl who immigrated to the United States through Ellis Island in 1913. Victoria will show students her home and daily life, tell stories about her life experiences, and share how her family keeps their culture alive through food, language, holiday celebrations, and more.


Themes: Culture and Identity, Families Then and Now, Immigration
  • Possible focus topic(s): European Immigration, Ellis Island, Jewish & Sephardic culture and traditions, 
  • Curriculum materials: The Confino Family Story
  • Program Rating

    This program has not yet been evaluated.
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    About This Program

    Cost

    By Request: $125.00


    Pricing Structure:

    **K-12 Schools**

    Title 1 Schools: $50
    Public Schools: $125
    Private Schools: $175
    Costumed Interpreter Program (Meet Victoria): additional $35 per program

    K-12 Program Add-Ons
    • Recording Fee: $30
    • Virtual K-12 Separate Devices Fee: $35
    _____________________________

    **Collegiate / Adult Learners**
    • 1-30 Participants: $300
    • 31-50 Participants: $500
    • 51-75 Participants: $750
    • 76-100 Participants: $1,000

    **Corporate Audiences please inquire at specialevents@tenement.org**

    Length

    1 hour


    Target Audience

    Education: Grade(s) Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult Learners, Homeschool/Family Public Library: Library Patrons

    Minimum participants:

    5

    Maximum participants:

    50


    Primary Disciplines

    Culture, Foreign/World Languages, Problem Based Learning, Problem Solving, Religion, Social and Emotional Learning( SEL), Social Studies/History


    Program Delivery Mode

    Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)
    Webinar
    Zoom



    Booking Information

    Reservation requests do not guarantee booking. Our group sales staff will contact you within 7 days with availability. For any questions, please email us at groups@tenement.org.

    Book it!

    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

    CANCELLATION/RESCHEDULING/REFUNDING POLICY: Reservation payments are non-refundable and non-exchangeable. Refunds are only given if your reservation is rescheduled up to two weeks prior to the reserved date. Any payment canceled less than two weeks will not be refunded and will given a voucher for a future visit. If extenuating circumstances occur, such as staffing strikes or technology issues, suspension of all school activities issued by your Department of Education your reservation may be rescheduled or your payment refunded, at the Museum’s discretion.

    About This Provider

    Content Provider logo

     

    Tenement Museum

    New York, NY
    United States

    Tenement Museum virtual field trips immerse students in the past through 360° images, video, and primary sources. Students explore history through the stories of real people and see how their own stories are part of history. Immigration and migration are the foundation for all programs, and museum educators connect the themes of belonging, community building, and cultural adaptation in programming to create entry points for students of all identities and experiences.

    Programs are adapted for students k-12, collegiate, and adult learners and led by a museum educator for a flexible, interactive, and inquiry-based experience that makes history relevant. All programs are aligned with the National Education Standards, the C3 framework, and multi-state Social Studies Scope and Sequence.

    Contact:
    Kristen Lay (Group Experience Coordinator)
    Groups@tenement.org
    1-877-975-3786

    Program Details

    Format

    1. This program begins with an orientation by a Museum Educator.
    2. We discuss the history of the Tenement Museum and what is a Tenement.
    3. We are introduced to the Confino family home, and Victoria's immigration story.
    4. We travel back in time to meet Victoria
    5. Participants engage with Victoria (a costumed interpreter) and ask her questions.
    6. Participants say goodbye to Victoria and learn about what happens to Victoria and her family after 1916.
    7. If time allows, additional questions and answers for the Museum Educator.

    Objectives

    Objectives:

    1) People move for many reasons — to escape persecution, for economic opportunity, safety, education. There is often more than one reason, and the reasons can be “push” and “pull” factors together.

    2) Im/migrants bring everyday objects and traditions with them when they come to a new place to continue their cultural practices and find connection and comfort.

    3) Im/migrants adapt to new living conditions and types of communities, often with creativity and resourcefulness.

    Standards Alignment

    National Standards

    CCSS.ELA-LITERACY.11-12.RST.1 -- Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
    CCSS.ELA-LITERACY.11-12.RST.10 -- By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
    CCSS.ELA-LITERACY.11-12.RST.2 -- Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
    CCSS.ELA-LITERACY.11-12.RST.4 -- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
    CCSS.ELA-LITERACY.11-12.RST.5 -- Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
    CCSS.ELA-LITERACY.11-12.RST.6 -- Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
    CCSS.ELA-LITERACY.11-12.RST.7 -- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
    CCSS.ELA-LITERACY.11-12.RST.8 -- Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
    CCSS.ELA-LITERACY.11-12.RST.9 -- Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
    CCSS.ELA-LITERACY.2.RI.10 -- By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    CCSS.ELA-LITERACY.3.RI.10 -- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
    CCSS.ELA-LITERACY.4.RI.10 -- By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    CCSS.ELA-LITERACY.5.RI.10 -- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
    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.10 -- By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
    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.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
    CCSS.ELA-LITERACY.6-8.RH.5 -- Describe how a text presents information (e.g., sequentially, comparatively, causally).
    CCSS.ELA-LITERACY.6-8.RH.6 -- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    CCSS.ELA-LITERACY.6-8.RH.8 -- Distinguish among fact, opinion, and reasoned judgment in a text.
    CCSS.ELA-LITERACY.6-8.RH.9 -- Analyze the relationship between a primary and secondary source on the same topic.
    CCSS.ELA-LITERACY.6.RI.10 -- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    CCSS.ELA-LITERACY.7.RI.10 -- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    CCSS.ELA-LITERACY.8.RI.10 -- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
    CCSS.ELA-LITERACY.9-10.RST.10 -- By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
    CCSS.ELA-LITERACY.9-10.RST.2 -- Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
    CCSS.ELA-LITERACY.9-10.RST.4 -- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
    CCSS.ELA-LITERACY.9-10.RST.5 -- Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
    CCSS.ELA-LITERACY.9-10.RST.6 -- Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
    CCSS.ELA-LITERACY.9-10.RST.7 -- Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
    CCSS.ELA-LITERACY.9-10.RST.9 -- Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.