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Class 4: Educational Applications - Immigration 2

Page history last edited by Pete Reilly 13 years, 10 months ago

Class 4: Educational Applications

Immigration 2


May 27, 2010





Review TaskStream and Assignments


The Technology Integration Matrix

Produced by the Florida Center for Instructional Technology,
College of Education, University of South Florida © 2009.
Funded by grants from the Florida Department of Education.


Other Rubrics for Project-Based Learning

Assessing Project-Based Learning Page


Continue Immigration Part 1:

     Primary Source documents and photos

     Develop a Timeline

     Link to a YouTube Video

     Create a ScreenCast


Begin Immigration Part 2

     Basic Google Earth

     Adding Photos to Google Earth

               Comic LIfe


Immigration Project Part 2

Ellis Island Experience




Part 2: Subject Area and/or Grade Level Sub-Projects

Every aspect of the project is not fully developed in the project outline; part of the professional development experience is to use your classroom experience to find other ways to use technology creatively. You can work with your team to brainstorm new activities.


 Introduce Google Earth as a generic resource for all disciplines.

Google Earth Lit Trips

Google Earth Real World Math

Google Earth Mashups

Google Ancient Rome

Google Earth Augmented Reality Apps


Lead each team through annotating Google Earth.



Embed Video - From Vimeo

Embed Documents - From Google Docs

Embed Slide Show - from SlideShare.net

Embed Charts - from Google Spreadsheets

Embed Timeline - from xTimeline

Embed ScreenCast - from Screencast-0-Matic


Introduce Comic Life as a generic resource for all classrooms. (or Make Beliefs Comix)


Methods of Presentation:

  1. PowerPoint/SlideShare
  2. ScreenCast
  3. Wiki
  4. Web Page
  5. Timeline
  6. Google Earth


Language Arts and Writing

a) Publish the text of “The New Colossus” by Emma Lazarus with immigrant photos from the period.

This sub-project requires: 1) the creation of a wiki page  2) searching for "The New Colossus", 3) researching photos from the period 4) publishing the poem uploading and publishing the photos to the wiki page  5) editing the sidebar to link to the newly created page.

b) Create a ScreenCast that incorporates immigrant photos from the period with a soundtrack that narrates the Emma Lazarus poem.

[Building on the skills in "sub-project a)" this activity requires: 1) incorporate the photos into Powerpoint or some other application that allows the creation of  a slideshow 2) Use the text of the poem as the narration for the ScreenCast  3) Create the ScreenCast  4) Upload the ScreenCast to the existing wiki page or create a new page.]

c) Plot and annotate the trip of one immigrant (or several key groups) using Google Earth.

This sub-project requires: 1) research on an individual immigrant or a particular immigrant group to trace their journey both geographically and biographically 2) Create placemarks in Google Earth to mark key points of the trip 3) Annotate the placemarks with text, photos, and video (if appropriate). 4.Link to the Google Earth Project from the wiki.

d) Create a Google Map virtual voyage. Students explore traveling across the Atlantic Ocean in steerage in 1914 and write fictional diary entries that document  the trip which are posted on Google Earth.

[This project builds on the skills utilized in "sub-project (d"; this activity requires: 1) research into the immigrant experience during the ocean voyage circa 1914 (this may include primary source documents  2) research into traveling 'steerage'.]

e) Use Comic Life to tell an immigrant story.

[This sub-project incorporates the research completed for "sub-project c) & d)" and requires: 1) creation of a Comic Life demo account  2) importing immigrant photos into Comic Life  3) creating the text of the story  4) publishing the comic and linking to it from the wiki.]

f) Utilize the video camera to create a brief video explaining how your family came to America. Upload this video to the wiki.

g) Immigrants write home about their experience. How would they do that today? Decide how you want to do this and publish letters home (these could be real or fictional letters.



a) Determine distance from country of origin to Ellis Island for three immigrant groups. Create a ScreenCast that describes the three major immigrant groups, incorporates photos of those groups, and talks about the distances they travelled and the estimated time it took to reach America.

b) Plot and annotate the trip on Google Earth

c) Utilize the video camera to create a brief video explaining how your family came to America. Upload this video to the wiki.b) Create frequency tables of immigrants, their ages, countries of origin, etc.

d) Compute and graph mean, median, and mode, range of age, etc.

e) Chart countries of origin on bar and circle graphs by number of immigrants- this can be layered on Google Earth

f) Determine the probability of immigrants coming from certain countries and use Comic Life to tell the story.

g) Modify Manhattan Compound Interest spreadsheet to represent immigrant savings. (if I was an immigrant with $100 to put in a bank in 1890 and I got 7% interest; how much would it be worth today?

h) Explore population growth (what was the average immigrant family size? If each generation had a family the same size how many descendants would be alive today?)

i) Visualization of useful immigration data sets

j) Explore Inspire Data as a way to collect, organize, and analyze data

k) Explore Susan Boone’s Real World Math examples and see if there is an application for this strategy/approach that is relevant to Immigration.




a) What were the most common diseases that immigrants faced? How did the health community handle disease with the immigrants? What policies were in place? How do they compare to today? What was the social impact? Create a Screencast with photographs to discuss.

b) Research cell structure (this is related to the transmission of disease). Publish and annotated diagram, as well as upload a cell video

c) Plot and annotate the trip for key groups of immigrants on Google Earth.

d) Utilize the video camera to create a brief video explaining how your family came to America. Upload this video to the wiki.c)

e) Create a Comic Life description of Typhoid Mary – (Mary Mallon) research the story and the science.

f) Create an annotated timeline for diseases of the era.

g) Research and publish information on the science involved in the ‘Potato Famine’.

h Visualizations of disease spread



Social Studies

a) Create a ScreenCast that incorporates immigrant photos from the period with an appropriate narration.

b) Use Google Earth to study European geography and annotate.

c) Utilize the video camera to create a brief video explaining how your family came to America. Upload this video to the wiki.b) Compare countries of origin to the United States in categories such as population density, natural resources, liberties and freedoms

e) Use Comic Life to create an Immigrant experience story.

f) Create a more detailed timeline immigration to the U.S.

g) Create numerous maps in Google Earth identifying where different cultures were located in Europe, and where they settled in the U.S.

h) Visualizations of useful immigration data sets

i) Create your own family tree


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