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Teach PA History
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Saving the Philadelphia Lazaretto: One of the Oldest Immigration and Quarantine Stations (1801-1895)
Equipment & Supplies
  • Photocopied class-sets of Student Handouts 2-9: Student Handouts 2, 3, 9 (one per student) Student Handouts 4-8 (one for every five students) Photocopy Student Worksheets: Student Worksheets 1, 2, 3, 9, and 10 (one per student) Student Worksheets 4-8 (one for every five students) Print Teacher Guides (One copy) Art supplies as needed by students for "traveling trunk" exercise: construction (particularly yellow), drawing, and writing paper; markers; square of yellow material; scissors; boating or travel magazines; etc. A traveling trunk (or a creative replica) Computer and printer access Projector
Procedures

Steps:

Preparation

1. Assign Student Worksheet 1-What is your Family Heritage? for homework the day prior to the lesson. Students should come to class the follow day prepared to talk about what their family knows about their own immigration story. They should also be able to locate their county of residence and compare it to the geography of Delaware and Philadelphia County.

2. Also ask students to read Student Handout 2-What is a Quarantine Station? and complete the corresponding worksheet, Student Worksheet 2-What is a Quarantine Station?.

3. Prepare five learning stations with appropriate handouts and worksheets. Here are the titles of your stations:

  • Rules and Regulations

  • Daily Routine of Doctor

  • Waiting

  • Inspection and Disinfection

  • Fever!


Day One

1. Students come to class prepared with thoughts about their own immigration story. Ask for 1-2 immigration stories to be shared with the whole class.

2. Then introduce the Lazaretto. Disseminate Student Handout 3-The Layout on Tinicum Island to aid student understanding of the layout of the Lazaretto. If you have the appropriate technology, show students the following video:

The Lazaretto: A Forgotten Quarantine Hospital
http://occupational-therapy.advanceweb.com/Multimedia/Videos/The-Lazaretto.aspx

If unable to do so verbally introduce the Quarantine:


When students and historians want to trace the history of their ancestors, many often think of immigration stations. National Historic places like Ellis Island are often the first to come to mind; however, few people know the stories and experiences of immigrants at other ports in United States. One port was in Philadelphia. About a quarter of a million immigrants went through Philadelphia before 1873! In the 1800s, almost a hundred years before Ellis Island, Philadelphia operated a quarantine and immigration station called the Lazaretto: it is one of the oldest left in the world today. The Lazaretto envisioned and built in 1799 still stands in Tinicum Township, Essington, PA. Have students find Delaware County on their state map and review where their own county is in comparison.

3. Review Student Worksheet 2 which students should have completed for homework. You may wish to refer to Teacher Guide for Student Worksheet 2-What is a Quarantine Station? during this process. Ask students if they had any questions about the homework and address any concerns. Main points to review include:

  • ~the definition of a quarantine/Lazaretto

  • ~history of quarantines

  • ~purpose of quarantines

  • ~what epidemic encouraged the creation of Philadelphia's Lazaretto

  • ~what is important to consider about the geographical placement of the Lazaretto

.

5. Next, explain to student they are about to become experts on one aspect of the Quarantine. There are five "stations" with themed primary sources for each. Determine which students will work at each station


(When creating groups consider student reading comprehension abilities to produce equally skilled groups.) Students should read the handout independently first and take notes while they read answering the specific "Station" worksheet guide. The specific station worksheet asks students questions that will keep them focused throughout the read.

6. Each student team can complete their corresponding worksheet together and/or compare the notes they took as individuals. In addition to going over the answers to the questions, students should jointly asterisk* or highlight important or significant points.

7. Explain to the class that they will be creating a "Discovery Trunk" tomorrow. Each section is responsible for creating an object that exemplifies the topic of their work station. They will present and explain the significance of this object to the class. Before students leave provide them with Student Worksheet 9-Discovery Trunk Exercise and the corresponding grading rubric Student Handout 9-Rubric. Briefly review the grading rubric, then ask students to cooperatively choose their role for the exercise:

1. Archeologist: To "dig up" an artifact. He/she will draw an image, find an image, or create the material artifact.

2. A historian: To explain the relevance of the artifact in the context of time.

3.A sociologist: To tell us about what the object reveals about the society and the people that owned it.

4. A curator: To write an exhibit caption for the item. [What is important for the public (and your classmates) to know about this item?]

*If there are more than 4 students to a group, students can share roles and responsibilities.

In order to prepare a presentation, students will need to communicate with their counterparts (that is, those students who read the same sources.) They will have about twenty minutes to work on the discovery trunk presentation tomorrow in class as well. So the more they prepare for homework, the better shape they will be in for tomorrow's class.

8. At the end of Day 1, students should be familiar with the sources in their themed-station. They should answer the questions on their respective worksheet. Students can keep their station worksheets to help with tomorrow's Discovery Trunk activity. However, they should make certain to bring them to class tomorrow as they will be collected. Collect the homework from the prior day, Student Worksheet 1 and Student Worksheet 2, for assessment.

Day Two

Preparation

1, Grade homework.

2. Have art supplies set up at each station for the Discovery Trunk activity. (see Supplies and Equipment)
Or, if your classroom has computer access, students may find an artifact through an online search.

3. Have a traveling trunk or replica in the front of the class room.

Steps

1. Greet students and remind them that today they are working on their Discovery Trunk Collaboration. Explain that museums and historical societies often source-out themed "Discovery Trunks" as tools to educate the public. The trunks include reproduction artifacts, explanations, and activities. Discovery trunks give people a hands-on experience with significant sources in our nation's history. The important story of the Lazaretto will be salvaged as students present and explain their own original material objects/artifacts to the class.

2. Have students break into their station groups from yesterday. Students should have selected their roles at the end of class yesterday and already have an idea of what artifact they will be sharing with the class. They can begin to work together to create a material object or artifact for the "Discovery Trunk".Students may use art supplies or computer internet/printers (if available). Students can find digital images to represent their part of the Lazaretto.

3. After students have created their object, each person in the group should make sure their section of Student Worksheet 9-Discovery Trunk Exercise is thoroughly completed, As students work, note how well they work with peers and manage time.


4. After twenty minutes, pass out Student Worksheet 10: Learning through Discovery Trunks. While each group presents their "Discovery Trunk" artifact, students should take notes on each presentation using this worksheet.

5. For presentations, have each group come to the front of the class and tell the rest of the class their station title (e.g. Rules and Regulations, Daily Routine of Doctor, etc.). The archaeologist should show their object. Groups should use the worksheet as a guide. Have each "professional" explain the object and its relevance from their perspective. End with the curator's exhibit narrative. Groups should take no more than five minutes for their presentation. Students can drop their object in the Discovery Trunk as they take their seats.

6. Thank the class for bringing the endangered history of the Lazaretto and the importance it played in society back to life. Collect all remaining Student Worksheets for assessment (Station Worksheets 4 through 8 and Student Worksheets 9 and 10). If students would like to become involved in the historic preservation efforts of The Lazaretto, offer them the opportunity to do so. (See Extension Activities)




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