meridian
home current issue editorial board reader survey submissions archive


"And the Streets Are Paved With Gold:
Using Virtual Fieldtrips in the Classroom"

Brenda A. Dyck

Page 2

1 | 2 | 3


 

 

Selected Images of Ellis Island and Immigration, ca. 1880-1920
From the Collections of the Library of Congress

 

 

 

 

 

 

 

 

http://www.neco.org/index.html

http://www.neco.org/society/index.html

http://lcweb.loc.gov/rr/print/070
_immi.html


http://www.yesterdayland.com/pop
opedia/shows/movies/mv1024.php

 

 


 

Setting the Stage for Learning

You may find this section helpful if you are planning to use this approach to teaching students about the experiences of immigrants.The following items are brief descriptions explaning how I presented this activity to my students.

  • To whet the students' appetites for learning about the immigrant experience, I asked students to bring photos to class of relatives who emigrated from another country. We scanned and copied the photos so they could be used to create a classroom bulletin board entitled "Canada: A Mosaic of Immigrants".

  • I projected the pictures from the Ellis Island Medal of Honor and the Library of Congress sites onto a screen. We discussed such questions as:
    • What nationalities are represented?
    • How might the immigrants be feeling?
    • Why might they have left their homeland?
    • What might the immigrants' dreams
      for the future be?


  • I showed the first section of the animated movie, An American Tail, in which Fievel's father explains his dream of going to America - a place where there were no cats, and the streets were paved with cheese! I stopped the movie where the mice family arrived at Ellis Island, and I distributed the Internet assignment sheet for And the Streets Are Paved With Gold. My students explored the links and answered the questions in complete sentences.

The Magic of Virtual Fieldtrips
From the moment students entered the History Channel's Ellis Island site they were hooked. The image that met their eyes was a boat, bobbing its way towards the shore of Ellis Island. The viewer has the illusion that they are actually riding on the boat! Viewers were told they would experience Ellis Island in a manner similar to the 12 million people that spent time there. On this site, students listened to testimonials from a number of men and women who began their lives in America at Ellis Island.

 

 

 

 

Selected Images of Ellis Island and Immigration, ca. 1880-1920
From the Collections of the Library of Congress

 

 

 

 

 

 

 

Selected Images of Ellis Island and Immigration, ca. 1880-1920
From the Collections of the Library of Congress

 

They viewed several videos and then maneuvered their way through the many links of the site. Learners viewed the floor plans of the Ellis Island facility and examined pictures of places such as the stairs of separation, the sleeping quarters, examination rooms, and eating areas. I watched as my grade six preteens experienced the emotions surrounding the significance of the "kissing post", a place in Ellis Island recognized for its emotional reunions between children, parents and spouses as they reconnected with each other after being separated for years. This was the point that students began their writing assignment. The quality of writing that resulted was beyond what I expected. It was evident from their words that they had actually been to Ellis Island even if it was virtually. Not just in a casual, detached way, but in an emotionally connected way. Their virtual fieldtrip to Ellis Island had tapped into their emotions. Virtual fieldtrips, fieldtrips that are carried out by a computer simulation, are prime tools for supporting these types of learning expeditions. Here are a few examples of my students' writing:

"I have just arrived at Ellis Island after an exhausting boat ride across the Atlantic Ocean. I am going to an examination. It is very crowded. I'll have to wait in line for a long time. I am scared because I don't know any of these people and I'm also by myself, waiting to see my husband who came to America before me. I hope they will let me in! I'm afraid they won't because of my color of skin. I'm happy and excited to see my husband. I feel very different, like I'm not in my own country, which I'm not. I am now in the examination. I feel gross because someone is examining me that I don't even know! He looks scary to me because he has big glasses. Finally the man said I could be let into the country. I walk to some doors to a place called the "Kissing Post" and finally right there and then I see my husband! I ran to him and hugged and kissed him. I was so happy!"

"I was waiting for my son to come down the stairs and meet me at the "Kissing Post". It seemed like days as I waited, then I heard a voice shouting, "Mommy, Mommy!" It was at that movement I realized that my son was home! I laughed and cried. Then I scooped him up. I twirled him around laughing. MY SON WAS HERE!!"

 

Page 2

previous

1 | 2 | 3

next



Current Issue | Editorial Board | Reader Survey | Special Honors
Submissions |
Resources | Archive | Text Version | Email
NC State Homepage


Meridian: A Middle School Computer Technologies Journal
a service of NC State University, Raleigh, NC
Volume 8, Issue 1, Winter 2005
ISSN 1097 9778
URL: http://www.ncsu.edu/meridian/sum2002/fieldtrip/2.html
Contact Meridian
All rights reserved by the authors.



Meridian is a member of the GEM Consortium