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From Puerto Rico to New York: A Family's Migration Story

by  Tenement Museum

Program image

Drawing on an archive of family oral histories, photographs, and primary sources; this program tells the story of the Saez Velez family, who migrated to New York City from Puerto Rico in the 1950's. Through exploration of the recreated apartment, video interviews, family and neighborhood photos, and other primary source documents, students will examine the ways the Saez Velez family established themselves in the culturally and racially diverse Lower East Side of the 1960s. Through exploring their story students will learn about Ramonita's work in the garment industry and her sons' experiences going to school and forming communities on the Lower East Side. 


This program is adaptable based on grade level and can explore a wide variety of themes including the fight for bi-lingual education, citizenship, push and pull factors for migration, and preserving traditions in the home.

Program Rating

This program has not yet been evaluated.
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About This Program

Cost

By Request: $125.00


PPricing 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 , Learning PodPublic Library: Library Patrons, Library Staff

Minimum participants:

5

Maximum participants:

50


Primary Disciplines

Culture, Foreign/World Languages, Problem Based Learning, Problem Solving, 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

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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

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

While each program may differ based on theme, all virtual experiences follow the same format. Questions are welcomed throughout the program, and students are encouraged to drive the path of inquiry.

1. This program begins with an introduction to tenements and the history of the Tenement at 103 Orchard street.
2. We are introduced to the connection between immigration / migration and the Tenements, and how changing immigration laws affected the community.
3. We learn about the history of Puerto Rico, changing citizenship laws, and how that affects the family we will be learning about today.
4. We will be introduced to Ramonita and her two sons, Jose and Andy.
5. Participants learn about their migration story, the Puerto Rican neighborhood Loisaida, and how they came to live at 103 Orchard Street.
6. Using 360 technology, participants explore the Saez Velez home in the 1960's
7. Using oral history, primary sources, and scholarly interviews, students will learn about daily life.
8. The program closes with time for outstanding questions and thematic discussion.

Objectives

Grades K through 2:
• All family members contribute to making a home.
• In homes, we can see how people connect to culture.
• Communities provide us with things we need and make us feel like we belong.

Grades 3 through 5:
• 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.
• Neighborhoods with many im/migrants and their children develop because they provide work, support, access to culture, less racism and discrimination, and friendship. While adult immigrants often spend time with people who speak their home language and practice their traditions, children often make friends across difference and start to change traditions.
• Cities like New York, and neighborhoods like the Lower East Side, have many jobs for newcomers and immigrants. Many of these jobs are difficult, but work can be a place where people find community to continue their cultural or religious practices, and also where they influence and impact American society, culture(s), and economy.
• It takes many different people, sometimes with different interests, to create change. Immigrants work to make individual and community changes that benefit their lives but also others’ lives.

Grades 6 through 12
• The unique experiences of Puerto Rican migrants to NYC and the Puerto Rican community’s impact on the city and country.
• The complex ways newcomers and their children form cultural identities through language, school, media, relationships, and other practices.
• There are many ways to exercise citizenry.

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.