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.