Immigration to America: A Tour of Ellis Island

Lesson #5

Kaylyn Crowley

60 minutes

Goal: Provide a deep understanding about the cultures, experiences, ancestry,

opportunities and processes that accompany immigration.

Lesson Preparation
I. Learning Objectives
1. Students will be able to correctly sequence the eight events and processes that
took place when an immigrant arrived at Ellis Island
2. Students will be able to use pictures, first-hand accounts, and videos, to identify
what took place in their assigned room or location in Ellis Island

II. Standards by Discipline & Content Themes

PA Standards
1. Standard 8.4.4. B- Locate historical documents, artifacts, and sites, which are
critical to World History
2. Standard 8.3.4.D- Distinguish between conflict and cooperation among groups
and organization that impacted the history and development of the United States
3. Standard 7.2.4.A- Identify the physical characteristics of places and regions.
NCSS Themes
4. Individual Development & Identity
5. Individuals, Groups, and Institutions
6. Power, Authority, & Governance
NCSS Subthemes
7. NCSS.1.4.a ...assist learners in articulating personal connections to time, place,
and social/cultural systems;
8. NCSS.1.4.c ...assist learners to describe the ways family, religion, gender,
ethnicity, nationality, socioeconomic status, and other group and cultural
influences contribute to the development of a sense of self;
9. NCSS.1.4.h ...assist learners as they work independently and cooperatively within
groups and institutions to accomplish goals
10. NCSS.1.5.a ...help learners understand the concepts of role, status, and social
class and use them in describing the connections and interactions of individuals,
groups, and institutions in society;
11. NCSS.1.6.e ...have learners explain conditions, actions, and motivations that
contribute to conflict and cooperation within and among nations
III. Academic Language
Vocabulary
1. Ellis Island- Location in which immigrants from Europe were process, inspected,
and possibly granted access to the United States
2. Classes- the different types of passengers depending on economic ability.
3. Harbor- a place where boats can find a sheltered spot between rough waters (point
out New York harbor on the map)
4. Sequence- Place things in the order they belong in. (example: first, second, third)
5. Burden- “a heavy load that you carry” (Dictionary) how does that relate to a
person? Someone that the United States will be reliable for.
6. Detainee- a person held because of medical or legal reasons that would be further
examined before entry into the United States (Example: someone with a fever
would be kept as a detainee in the hospital at Ellis Island.
Skills
-verbally read appropriate grade-level descriptions of events
-sequence events in correct order
-use context clues to come to conclusions
-use personal connections to understand history

Concepts
-Students will be grasping the series of events/processes/procedures that took place after
arriving at Ellis Island
-Students will address what different sources are able to tell them about people, places,
and history

IV. Technology, Materials, Resources

1. Ellis Island and Europe World Map
2. Ellis Island and New York/New Jersey Map
3. Ellis Island overhead Image
4. Teacher Timeline-guiding the student led lesson
5. Student timeline-worksheet for completion
6. Activity set- pictures/video link/primary source/objects and descriptions for each
event at Ellis Island

Instructional Delivery
V. Anticipatory Set
1. Bring up image of world map with Ellis Island and Europe visible.
2. Teacher will review previous knowledge that a large wave of immigration
occurred in the late 1800s- mid 1900s, requesting specific years for any student
that can remember (1892-1954)
3. Teacher will review what kind of things people would use to travel economically
back then. After identifying that boats and ships were the most ideal way for
people to travel, Teacher turns attention to the world map.
4. Teacher describes where Ellis island is, “a small island in the New York Harbor,
relatively close to the Statue of Liberty.”
 5. Teacher asks students if anyone has ever been to or knows what the Statue of
Liberty is.
6. Teacher uses google earth to show those students who have never seen the Statue
of Liberty.
7. Teacher brings up the map focused on Ellis Island and its relation to New Jersey
and New York for a better visual.
8. Then to narrow even more, Teacher shows picture of Ellis Island. Teacher asks
students for initial thoughts. What do they think it looks like? Why do they think
people would have to come here? Do you think it would allow for a lot of people?
9. Teacher reviews what they had learned prior about the three classes. Teacher
asks: What happened to the first and second class when they arrived to a port?
(Usually quickly examined for disease and then allowed to enter into the United
States). Teacher asks: Where would the third-class passengers be taken? (Ellis
Island-to inspect and examine the immigrants before access to the USA).
10. Teacher explains that Ellis Island was all of the things they used to describe it, but
within the walls there was a very detailed process that occurred when people
arrived and today we will be helping one another understand that process.

VI. Instructional Activities

1. Teacher will split students up into 8 groups (do not need to be exactly even about
3 people per group).
2. Each group will have a folder of materials. The folder will be labeled with one of
the 8 events (Arrival, Baggage Room, Walk to the Registry Room, Registry
Room, Detainees, Stairs of Separation, Kissing Post, Entering the USA). Within
each of those folders will be a picture, object, or first-hand account of Ellis Island
and a description that they will share with the class. (Note: one video link will be
used, a computer will be given to that group with the link).
3. Teacher will give each student their own copy of the student timeline. Teacher
asks students to bring a pencil with them to their groups.
4. Teacher will pull up the teacher timeline, with each step labeled with a title.
Teacher will ask students to not open their folders until it is their turn on the
timeline.
5. Teacher begins by stating the immigrants first have to arrive at Ellis Island after
their long journey on the steamship from their homeland. Teacher asks the group
that has the “arrival folder” to show their object and read the description that went
along with it.
6. After reading the description teacher asks students for their own feelings: How
would you feel when you first arrived depending on what class you are in? Would
you have any harsh feelings towards the “better” classes? What is the problem
with the third class all being together and having illnesses?
7. After answering questions connecting the lesson to themselves. Teacher asks
students to label the first set of lines of their timeline. Teacher asks the whole
group of students to take 2-3 minutes thinking about a one or two sentence
summary that they could put in the circle on their timeline to describe the
immigrant’s arrival. Teacher makes sure that the students will include the Statue
 of Liberty since it will help them recall the sequencing. After ample time is given,
have 2-3 students share their simple description.
8. Teacher will move onto the next event and ask the “Baggage room” group to do
show their “artifact” and read their description. Teacher asks the group to note
anything they observe on the identification card and tell the class.
9. After reading the description teacher asks students: What do you think you would
bring with you? Where might you find this identification card today?
10. After allowing 2-3 responses, teacher asks students to label the second event and
think about a 1-2 sentence description of what occurs in the baggage room to help
them remember. Teacher reminds them to use artifact (identity tag) in their
description. Teacher allows for a few students to share their description.
11. Teacher moves on to the next event and continues through the course of the
timeline, in this order: Walk to the Registry Room, Registry room, detainees,
Stairs of Separation, Kissing post, Into the USA. The process for the students
completing their timeline remains the same (show artifact, read description,
respond to teacher questions *listed below, label their timeline, write their own
description making sure to include artifact).
12. The questions asked are different and are specific to each event. Listen below:
13. For Walk to the Registry Room: What are some of the letters that could be
marked on the immigrants and what do they mean? Do you think it’s fair that they
were able to just look to diagnose you? Could this cause conflict between people
waiting to be examined?
14. The Registry Room: How do you think it felt for him knowing he was a “burden”
to the United States? (at this point teacher will need to explain or ask what a
burden is) What would women and children do all alone?
15. Detainees: Before starting the artifact and description, Teacher needs to discuss
what a detainee is. Teacher tells students that it is someone kept for specific
reasons. Teacher should ask students if they could think of any reason someone
would be kept in the island. If they are unsure, have them immediately start the
description and artifact to find out. Proceed with these questions: What do you
think it felt like to be separated from your family? How could you catch some of
these illnesses? What stood out to you from the video?
16. Stairs of Separation: What kinds of feelings do you think you could see from the
outer aisles on the stairs of separation? What kinds of things do you think the
immigrants needed to do before they got on their way?
17. The Kissing Post: How could you tell which cultures were reuniting with one
another here? Do you think the many cultures interacted well together?
18. Heading into the USA: What are some of the feelings an immigrant may be
feeling at this point? Do you think the ferry was the real image of freedom?
19. Upon finishing the sequencing of events, and each student completing the last of
their timeline. Teacher collects the timelines to later look over and use for
assessment.
20. Teacher allows time for students to go around the room and look at the artifacts
from each “folder” up close before they wrap up their lesson.
VII. Closure
1. Teacher has students come together as a whole group again.
2. Teacher asks for students to take one to two minutes and think of just one word
they would use to describe any part of the Ellis Island process if they were
required to go through it. Teacher says to have a backup in case their word is
chosen. (examples: tiring, scary, sickly)
3. Teacher will go around the room and hear each student’s word, while writing on a
large piece of chart paper.
4. When each student has gone, students will then have a word chart of their
thoughts on the Ellis Island process, for them to relate to themselves and
understand how trying being an immigrant really was.

Meeting All Learners

VIII. Differentiation
1. Students with hands on learning strengths, will be able to use “artifacts” to help
them remember and learn about the sequence of the Ellis Island process.
2. Students with visual learning strengths, will be able to use the pictures on the
teacher timeline to relate each event with an image in their head.
3. Students with auditory learning strengths, will be able to use their classmate’s
descriptions of the events to make sense of the process.
4. By using multiple ways for students to learn about the Ellis Island process,
students are able to use different ways to help them sequence the events.
Ultimately, they are all doing the same thing, but the way they choose to make
sense of it, depends upon the type of learner they are.
IX. Accommodations
1. Students with accommodations or an IEP that may have trouble formulating well
written sentences without assistance, can instead draw a picture or write a phrase
in the circle on their worksheet (where other students would be writing a
description of the event). By doing this they can still follow along with the class,
but specific time does not have to be taken away from the teacher, to help the
student construct his/her sentence.

X. Modifications
1. For a student that is unable to sequence events, that specific student could be
given a word bank or the first letter of the “event”. By doing this, the student is
still understanding each of the events but may not need as much thought to the
actual sequence if there is a “hint” on the worksheet.
Meeting Objectives
XI. Assessments
1. To assess objective one- the teacher will collect the timelines that were completed
by the students and make sure that the events are placed in the correct order and
that the descriptions for each event include 1. The artifact that was used and 2. A
description that will help them understand the event at a later time. If the timeline
is completed correctly, the student is able to sequence the events.
2. To assess objective two-the teacher will ask individual groups to describe the
source that they were given (object, picture, video, primary source). Making sure
that they understand where these things came from, and why most of them are
black and white or disheveled. By asking questions about them, students will
understand that it is not just a picture but rather a story that is being told from that
time. With asking questions about each “artifact” the students are using the
sources to identify their own description of what it was like. Students will also
discuss where we can find some of these sources (such as museums).

Teacher Notes/Resources
Location
 A small island in the New York Harbor, relatively close to the Statue of Liberty
History
 Before being used for immigration, Ellis Island was important to our military and
government
 Before 1890, each state regulated immigration and in New York immigrants went
through Castle Clinton but eventually the number of immigrants coming in far exceeded
what Castle Clinton could handle.
 The federal government stepped in and constructed an immigration station that was going
to be federally operated
 The newly constructed place opened in 1892
 Over the course of 62 years, 12 million immigrants were processed there
 Ellis island burnt to the ground in 1897 and the new one that was built was required to be
fireproof
 On December 17, 1900, the new building was opened and over 2,000 immigrants were
received that day
 1907 was the year the most people immigrated to the united states-1.25 million
 began outgrowing because of the amount of immigrants they were receiving, so more
buildings began being constructed
 mostly operated between 1892 and 1954
 40% of American’s can trace their family back to Ellis Island
Classes
 First and second class passengers did not need to go through the inspection process once
they reached Ellis island. Eventually they went through a casual inspection aboard the
ship. Figured if they had enough money to buy the high class ticket that they weren’t
coming for ill reasons
 Third class was different, they would go through medical and legal inspection at Ellis
Island
  Boarded steamships once they reached the coast, depended on class where you stayed
 Third class-“steerage”- stayed at the large, open space at the bottom of the ship
 First and second-stayed in staterooms and cabins
Inspections
 If their papers were in order and they were in good health, it would last 3 to 5 hours
 Took place in Registry Room (Great Hall)
 Briefly scanned for physical illness-“6 second physicals”
 Two agencies that processed immigrants: United States Public Health Service and the
Bureau of immigration
 Only declined access if there was a contagious disease or a danger to the person
becoming an “illegal contract laborer”
 Health officers got on the ships and looked for signs of diseases, then move on to first
and second class passengers, if they were good they were able to leave the ship and go
right into the united states
 Third class would wait for long amounts of time for a ferryboat to take them to Ellis
Island for processing
 Women and children traveling alone could be sent back to their home countries because
they would be “unable to support themselves”
 If you got marked with a (X-insanity), (P-pulmonary), taken out of line and stayed at the
island for further examination
 Legal- 29 questions (where were you born? Are you married?...) if their answered
differed compared to the answers on the manifest (list)
Process
 Take the passage
 Arrive at the harbor
 Ellis Island’s baggage room
 Registry room
 The medical exam
 The legal inspection
 Detainees
 Stairs of separation-3 aisles to separate the people
 Kissing post- families waited
Detainees
 Lived in a dormitory room
 After days or a month, their case was reviewed in a hearing room
 Medical detainees-kept in the hospital and decided whether to send them back home or
allow them into the US
Websites
https://www.libertyellisfoundation.org/ellis-island-history
http://teacher.scholastic.com/activities/immigration/tour/
http://www.american-historama.org/1881-1913-maturation-era/ellis-island-immigration-
process.htm

*Materials attached in the following pages

1. Ellis Island and Europe World Map
2. Ellis Island and New York/New Jersey Map
3. Ellis Island overhead Image
4. Teacher Timeline-guiding the student led lesson
5. Student timeline-worksheet for completion
 6. Activity set- pictures/video link/primary source/objects and descriptions for each
event at Ellis Island

1. Mini statue of liberty (object)

When the immigrants first arrived on their boat from their homelands the first thing they saw
while making their way to Ellis Island was the statue of liberty. The Statue of Liberty stood on
its own separate island, but was still visible to ship passengers. When the passengers saw this
statue, they grew happy in knowing that they had reached America. But in reality, only the first
and second class would be released right away to enter into America. The third class would have
to wait and enter a long and tiring process in Ellis Island before they would be allowed to enter
America.

2. Identity tag

Once the passengers made their way into Ellis Island, their first stop was to the Baggage Room.
The officers in this room passed out identity tags, while also collecting passenger’s bags. In this
room, the bags were kept and inspected by officers. The immigrants were very limited with what
they could bring from home because they had to be able to carry it.
3. Walking to the Registry Room

Passengers would leave the baggage room, and wait on a very large set of wrap-around stairs.
Doctors would stand on the higher level of the stairs and watched how every person was acting,
walking, and breathing. If they noticed anything out of the ordinary, they would take chalk and
mark a person’s clothing with a letter. The letters had different meanings, but all would require a
stay in the hospital.

4. The Registry Room

Excerpt from Wilhelm from Vince Parillo

“So they let us through a big hall and we had to strip naked in a small room. And we met two
fellas. They were doctors with stethoscopes. I didn’t know what a stethoscope was—I learned
that after. They tapped us on the chest and on the back and then I had to run around. I was the
only one they examined that way.

“All of a sudden, one doctor yelled and raised his fist. He was gonna knock the other fella down,
the other doctor. I didn’t know what it meant. I was told afterward. One said I had consumption,
and the other doctor said there was nothing wrong with me—all I needed was a bellyful of food
for a couple of months. I was undernourished.

“Well, finally, I passed. And when I got out I had to go before an examiner, a judge [Board of
Special Inquiry hearing]. My brother had arranged for relatives that lived in Brooklyn to take
care of me. The examiner said to my cousin, ‘You have to put up bail that this young man will
not become a burden to the United States.’ My cousin owned property and a business, so that
was not a problem for him.

In the registry room, the medical exams and legal inspections took place. This room was
incredibly large and had metal rails that separated all of the immigrants as they waited in long
lines. The officials that worked in the Registry Room were the ones to determine if an immigrant
could be allowed entry into the United States, or if their case needed to be review further. People
with very serious disease were often sent back to their home country. Women and children
traveling alone were sent home as well.

5. Detainees

http://www.history.com/topics/ellis-island/videos/the-ellis-island-hospital
People who did not pass the medical or legal inspection were required to stay at Ellis Island until
their case could be heard. This could take weeks or even months, so while they waited they
would stay in the hospital or dormitories at Ellis Island. If the rest of their family had passed
inspections, they would be separated from them. The hospitals also helped pregnant women and
their children.

6. The stairs of Separation

At the other end of the Registry Room, the people who had passed inspection would enter a
staircase separated into three aisles. The center one would be used to take detainees to their
assigned location at Ellis Island. The right one was for immigrants traveling south or west. The
left one was used for immigrants traveling to New York City or north. There was a post office at
the very bottom of the stairs that helped immigrants find tickets for railways, exchange
currencies for American money, and any other assistance.
7. The Kissing Post

The Kissing Post was an area on the first floor where families could be seen reuniting with their
loved ones. This could mean people that were waiting for them in Americas, or reuniting with
other immigrants that they were separated from while going through Ellis Island. It was easy to
tell cultures from one another, due to the way they interacted. The Kissing Post was a happy
place, because the long process that they encountered was finally over.
8. Into the United States

After finding any family that the immigrants were looking to reunite with, they would depart to
the ferry in hopes of getting to another destination. Many immigrants took the ferry to New
Jersey to begin a life in the United States. The immigrants who did not, took a ferry to Manhattan
and would begin their life in New York City.