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Parks Title

Videoconference Lesson

Objectives
Upon completing the lesson, students will be able to:

  • Explore the Angel Island Immigration Station wih a California State Parks Interpreter.
  • Ask questions using what has been learned in the last three lessons.
  • Experience why Angel Island is being preserved to share this story.
  • Learn how California State Parks preserve and protect our stories.

Time Required
One class period


Materials Required
Videoconference setup (either a camera-enabled computer, tablet, or standards-based videoconference machine) tested from the school.
Projector, TV, or SmartBoard

Procedures
Preparations

  1. At least two weeks prior to the videoconference, the State Park Interpreter and the teacher should begin communicating about content of videoconference.
  2. Prior to the videoconference, prepare your students using the provided Unit of Study lessons, or classroom curriculum. Students might be encouraged to bring questions to the videoconference.
  3. At least a week prior to the videoconference, conduct a test connection (see technology page on website for more details www.ports.parks.ca.gov). Be sure to coordinate with your district technology support.

Day of the Videoconference

  1. Discuss with the distance learning presenter the roles and responsibilities of both you, the teacher, and the students themselves. This will best assure a valuable educational experience.
  2. Students bring questions to the conference pertaining to the Immigration Station, the historical context of the station, the poetry on the walls of the Station, the immigrant perspective, and be prepared to ask the questions during the interactive session.
  3. The teacher or moderator should be prepared to call on students who have questions or comments. Initially students may be reluctant to interact with the state park interpreter and voice their questions or comments. To encourage students to participate you might have them tell their question to the moderator and then have the moderator repeat their question into the microphone.


    Assessment of the Unit
    Students respond to the four essential questions and analyze a poetry piece.
     Essential Questions
  4. Who is an immigrant?
  5. What did immigration look like in the USA from 1850-1965?
  6. Why do we call the United States a nation of immigrants?
  7. What is your family's immigrant story?

Extensions
Family Interview--students select a person from his/her family to interview. Brainstorm questions generated from learning about the role of immigration in the United States.

Oral History--Students interview a family member about immigrating to the United States and record the story. Once the story is recorded, the student analyzes the story using the Sensory Icons for Ethos/Pathos/Logos.

Oral History--Students listen to several immigrant oral histories on the Angel Island Immigration Station website then analyze the stories using the Sensory Icons for Ethos/Pathos/Logos.

Social Justice--Research an argument for or against the policies at Angel Island.

Poetry Wall--Students write a poem, using the worksheet template, then create a Wall of Poetry.