Resources-The+Immigration+Experience

=Resources: The Immigration Experience= --(Silver) Lisa//**
 * //I could go on for days, adding more and more links to online resources for bringing the experience of the Immigrant to life for students. While I've been collecting links for at least a month now, I think the sites I've highlighted below represent some of the best online resources I have explored up to this time.

Chao, Adam and Dan Spencer. "**Immigration: The Living Mosaic of People, Culture and Hope**." __ThinkQuest.org__. 2 Dec. 2007. http://library.thinkquest.org/20619/index.html
 * //"The Introduction: Ever since its founding in 1776, and even before then, the United States has attracted immigrants from around the world. For well over two centuries, people have flocked under this nation's protective wings as opportunists, sojourners, missionaries, refugees, and even illegal aliens. With the Statue of Liberty greeting Europeans entering Ellis Island, and The Golden Gate Bridge greeting Chinese and other Asians into San Francisco, the U.S. has long since been a refuge of the world, with opportunities abound and freedom for all. Over time, millions around the world have found emigrating to the U.S. as the only alternative to starvation, death, or a life full of hardship and suffering. With thousands from nations spanning the globe, America has become a mosaic of people, culture, and hope."//

"**Creative Networks: Mexican Immigrant Assets in Chicago**." __Fieldmuseum.org__. 2007. The Field Museum (Chicago, IL). 2 Dec 2007. http://www.fieldmuseum.org/creativenetworks/introduction_creativity.html
 * //"Singing with a mariachi band at a family gathering, preparing// tamales //to raise church funds, or attending a dance performance at a local school—what do these activities have to do with the challenge of building a new life in Chicago as a recent Mexican immigrant? More than you might imagine, according to a study by The Field Museum’s [|Center for Cultural Understanding and Change (CCUC)], the University of Illinois’ [|Team Engineering Collaboratory (TEClab][|)], and the [|Science of Networks in Communities (SONIC)] research group...//" (From the [|Introduction page] of the website)

"**Ellis Island (Official Website)**." __Ellis Island.org__. The Statue of Liberty-Ellis Island Foundation (SOLEIF). 2 Dec. 2007. http://www.ellisisland.org.
 * This website includes many features, including:
 * [|A passenger search]
 * [|The Immigrant Experience]: "a rich and moving story of American Immigration. There are two areas to explore: ...Family Histories and The Peopling of America..."
 * [|Ellis Island Timeline]
 * [|Ellis Island Photo Album--Then and Now]
 * [|Genealogy Learning Center]

"**Ellis Island and the Immigrant Experience**." __Inventing America Online Tutor__. 2 Dec. 2007. http://www.wwnorton.com/college/history/inventing/interface/ch18/ch18_features.htm
 * Many, many links from **primary resources**.

"**Ellis Island Online Exhibit**." __The History Channel Website__. 2 Dec 2007. http://www.history.com/minisite.do?content_type=mini_home&mini_id=1459
 * Includes a timeline and a photographic tour of Ellis Island
 * //"As you move through this online exhibit, you'll experience Ellis Island as one of the over 12 million people who landed here, seeking to pass through this gateway to a life where hope replaced fear."//

"**eTHEMES: Immigration: Ellis Island**." __eMINTS__. 2 Dec 2007. http://www.emints.org/ethemes/resources/S00000689.shtml
 * Grades 3-12
 * At the time accessed, this resource page provided links to 12 sites relating to the study of immigration, including:
 * "[|Jump Back in Time]: Read about how Annie Moore became the first person to enter America through Ellis Island on January 1, 1892."
 * "[|Episode: Ellis Island]: This is a fun site for kids. Includes a slideshow on Ellis Island. Click on "Stowaway" to play an online game."
 * "[|American Family Immigration History Center]: This is the official site of Ellis Island. Research your family's genealogy, plus learn more about the immigrants who arrived here. Includes many personal accounts and a timeline."

"**Flying Solo With My Digital Camera (Lesson Plan)**." __KQED Public Broadcasting__. 6 Dec. 2007. http://uw.kqed.org/edresources/plan.php?id=38
 * "Students will view a film clip about immigration and arrange interviews with immigrants they know. Using digital cameras they will create a classroom book that tells about the immigrant experience."

"**FOR REAL: A Webcomic Documentary About Immigrant Lives in NYC**." __New York City Tenement Museum__. 2 Dec 2007. http://www.tenement.org/foreal/
 * This webcomic project is written by 3 teenagers who migrated to New York between 2001 and 2002.
 * "FOR REAL was conceived in response to The Lower East Side Tenement Museum's mission To promote tolerance and historical perspective through the presentation and interpretation of the variety of immigrant and migrant experiences on Manhattan's Lower East Side, a gateway to America. The heart of the Museum is its landmark tenement building, home to nearly 7,000 immigrants from more than 20 nations between 1863 and 1935. The Tenement brings the experiences of some of these residents to life through guided tours of the building. Along with tours of the building and neighborhood, the Tenement also hosts art installations, readings and online programs dedicated to issues that faced urban immigrants both past and present."

Galvin, John. "**360° Virtual Tour of Ellis Ilsand**." __Galvinized.com__. 2 Dec 2007. http://www.galvinized.com/ellis/nsteps.html
 * Photographic virtual tour in QuickTime.

Gunn, David, Alastair Dant, Tom Davis, and Victor Gama. "**Folk Songs for the Five Points (Interactive Audio Presentation)**." __New York City Tenement Museum__. 2 Dec 2007. http://www.tenement.org/folksongs/
 * //"Folk Songs for the Five Points was created in response to the Lower East Side Tenement Museum’s invitation for a project which responded to the request for works that explore contemporary immigrant experiences in New York City. The Museum has dedicated the Digital Artist in Residence Project (DARP) as a medium where digital artists can raise questions and suggest various perspectives, ideas and interpretations. In keeping with its mission, the Museum takes no position on the issues raised by its exhibits, but rather it encourages the expression of multiple perspectives."//

"**'I Stumbled on the Place by Sheer Accident': Oscar Ameringer Discovers the Cincinnati Public Library in 1888**." __Center for History and New Media/American Social History Project__. 6 Dec. 2007. http://historymatters.gmu.edu/d/94
 * "Libraries in the late 19th century were seen by their founders as instruments of social and cultural uplift, meant to raise the working class out their ignorance and teach them how to be middle class. But men like Oscar Ameringer, who immigrated to the United States from Germany when he was 15 and later became a socialist organizer, humorist, and editor, took away different lessons. In this selection from his 1940 autobiography, Ameringer described his discovery of American history books, translated into German, at the local public library."

"**Immigration...**" __Feature Presentations: The Learning Page...Especially for Teachers__. The Library of Congress. 2 Dec 2007. http://frontiers.loc.gov/learn/features/immig/immigration_set2.html
 * //"The feature provides an introduction to the study of immigration to the United States. It is far from the complete story, and focuses only on the immigrant groups that arrived in greatest numbers during the 19th and early 20th centuries. The presentation was shaped by the primary sources available in the Library's online collections..."// (From the [|Overview page] of this presentation)

"**Immigration (.html Version of File)**." Sage.tamu.edu. 2 Dec. 2007. http://tinyurl.com/2b3tsc
 * Portal to various links about immigration, including links to videoclips and audioclips featuring stories of immigrants

"**Immigration: A Vision & A Dream (Lesson Plan)**." __KQED Public Broadcasting__. 6 Dec. 2007. http://uw.kqed.org/edresources/plan.php?id=60

"**Immigration and Caricature: Ethnic Images from the Appel Collection (Online Exhibit)**." __Michigan State University Museum__. 2004. 2 Dec 2007. http://museum.msu.edu/Exhibitions/Virtual/ImmigrationandCaricature/ > > The collection consists of cartoons, prints and lithographs, postcards, trade cards, stereopticon slides, sheet music, and other visual materials. The Appels donated over 4,000 pieces, plus their reference library and documentary materials, to the Michigan State University Museum."//
 * //"This collection of immigrant and ethnic caricatures from popular graphics dates primarily from the Civil War to World War I, a period of massive migration to the United States. To modern Americans, the contents are sometimes humorous, sometimes very disturbing. Nonetheless, the collection depicts American values and attitudes of its period and is a remarkable resource for the study of American cultural history.

"**Immigration/Migration: Today and During the Great Depression (Unit of Study)**." __Library of Congress__. 6 Dec. 2007. http://memory.loc.gov/ammem/ndlpedu/lessons/98/migrate/intro.html
 * "...a 4-week American history unit for high school. Students conduct oral history interviews, analyze photos, evaluate the relevance and accuracy of primary and secondary sources, discuss changes in immigration and migration over time, and more."

"**Immigration: Stories of Yesterday and Today**." __Scholastic.com__. 2 Dec 2007. http://teacher.scholastic.com/activities/immigration/
 * "**Lesson Plan: Immigration: Stories of Yesterday and Today**." __Scholastic.com__. 2 Dec 2007. http://content.scholastic.com/browse/unitplan.jsp?id=201
 * "**An Interactive Tour of Ellis Island: Immigration: Stories of Yesterday and Today**." __Scholastic.com__. 2 Dec 2007. http://teacher.scholastic.com/activities/immigration/tour/index.htm
 * For a corresponding worksheet, refer to "**Ellis Island Interactive Tour Worksheet (.pdf file)**." __Thirteen.org__. 2 Dec 2007. http://www.thirteen.org/edonline/ntti/resources/lessons/h_goldendoor/goldendoor2.pdf

"**[i]NDEPENDENTLENS: The New Americans**." __PBS.org__. 2 Dec 2007. http://www.pbs.org/independentlens/newamericans/index.html
 * //"Follow a diverse group of immigrants and refugees as they leave their home and families behind and learn what it means to be new Americans in the 21st century."//
 * "**[i]NDEPENDENTLENS: The New Americans: For Educators**." __PBS.org__. 2 Dec 2007. http://www.pbs.org/independentlens/newamericans/foreducators_index.html
 * //More than 10 lesson plans geared towards grades 7-12, including://
 * //[|You Have to Live in Somebody Else's Country to Understand]//
 * //[|Immigration Debate]//
 * //[|Immigration Policy: Past and Present]//
 * //[|Contributions of Immigrants]//
 * //[|Immigration Oral History]//
 * //[|Reluctant Immigrants]//
 * [|Latinos in America]

"**Index of all Curriculum Units, 1978-2007 (Results for 'I'/Immigration)**." __Yale-New Haven Teachers Institute__. 2 Dec. 2007. http://pclt.cis.yale.edu/ynhti/curriculum/indexes/i.x.html
 * This **immense** (I am not exaggerating!) database of educational units maintained by Yale-New Haven Teachers Institute includes more than 50 links to units and collections of units dealing with immigration. Among these are the following units:
 * "**Remaking America: Contemporary U.S. Immigration: 1996 Vol. IV**." __Yale-New Haven Teachers Institute__. 1996. 2 Dec. 2007. http://pclt.cis.yale.edu/ynhti/curriculum/units/1996/4/
 * This themed unit includes 11 curriculum units, including [|Crossing the Border, A Study of Immigration Though Literature] by Jennifer Kennedy and [|Dramatizing the Immigrant Experience] by Paul E. Turtola.
 * "**Immigration and American Life: 1999 Volume III**." __Yale-New Haven Teachers Institute__. 1999. 2 Dec. 2007. http://pclt.cis.yale.edu/ynhti/curriculum/units/1999/3/
 * This themed unit includes 10 curriculum units, including [| The Non-Immigrants Immigrants: Puerto Ricans] by Elizabeth A. Scheffler and [|Immigration and American Life on African-Americans] by Joseph Wickliffe

"**'Is This America?': An English Family Travels Up the Mississippi to Their New Home in Illinois, 1831**." __Center for History and New Media/American Social History Project__. 6 Dec. 2007. http://historymatters.gmu.edu/d/6211
 * "Thirty-eight year old Rebecca Burlend and her family left England in 1831 for a new life in Pike County, Illinois. Driven to emigrate by poverty, they hoped to own their own land in the United States and chose Pike County based on the letters of "Mr. B.," a settler who had gone before them. After more than two months at sea, the family landed in New Orleans, where Burlend observed the horrors of the slave trade firsthand. From there they traveled by steamboat up the Mississippi River to Illinois. Many immigrants--then and now--experience the kind of fear and confusion that the Burlends felt on arriving at what looked to them like a deserted wilderness. After the "many difficulties" of the book's title, the family settled successfully in Illinois. Rebecca Burlend wrote this book with the assistance of her son, the author and teacher Edward Burlend, during a return visit to England in 1846."

"**La Ciudad: The Immigration Experience (Lesson Plan)**." __KQED Public Broadcasting__. 6 Dec. 2007. http://uw.kqed.org/edresources/plan.php?id=272
 * "La Ciudad tells four separate but interconnected stories of Latin American immigrants struggling to survive in New York. This lesson plan includes activities inspired by the film including internet research, writing, and poetry analysis."

"**The Last Days Remembered: A Compatriot Recalls the Deaths of Sacco and Vanzetti in 1927**." __Center for History and New Media/American Social History Project__. 6 Dec. 2007. http://historymatters.gmu.edu/d/108
 * "The emotional and highly publicized case of Nicola Sacco and Bartolomeo Vanzetti became a touchstone and rallying cry for American radicals. In 1920 the two Italian immigrants were accused of murder and although the evidence against them was flimsy, they were readily convicted, in large part because they were immigrants and anarchists. They were executed, despite international protests, on August 23, 1927. Aldino Felicani, printer and publisher of the anarchist paper Controcorrente, was a long-time acquaintance of Sacco and Vanzetti; in 1920 he organized the Sacco-Vanzetti Defense Committee. In this interview with Dean Albertson, recorded in 1954, Felicani recalled his relationships with the accused men and his work on the defense committee. His story gave a sense of the emotion of the last days of Sacco and Vanzetti."

"**Lesson Plan: Pearl S. Buck: “On Discovering America**.” __EDSITEment__. National Endowment for the Humanities. 2 Dec 2007. http://edsitement.neh.gov/view_lesson_plan.asp?id=736
 * In addition to providing numerous links to resources that explore the issue of immigration, this lesson plan aims to meet the following objectives: "(Students will) Describe some of the myths and realities of immigration in America...(Students will) Explain how Americans viewed immigrants in the 1930s, citing examples from Pearl S. Buck's essay, 'On Discovering America;'...and (Students will) Show how the media portrayed immigrants in the 1930s through manuscripts, images, audio, and video from that time..."
 * The Introduction to this lesson plan explains that: "American author Pearl S. Buck returned to the United States in 1934 after spending most of her life in China. Upon her return, Buck found a climate of religious intolerance and ethnic prejudice as various groups struggled to identify themselves as the only 'true' Americans. In her essay, 'On Discovering America,' published in the June 1937 issue of //Survey Graphic// magazine, Buck explores the meaning of the term 'American' and immigrant relations in the 1930s..."

"**Lights, Camera, Action! (Lesson Plan)**." __KQED Public Broadcasting__. 6 Dec. 2007. http://uw.kqed.org/edresources/plan.php?id=37
 * "This lesson is designed to introduce students to the role immigration has played in building our country. Through literature and hands-on activities, students will explore the difficulties that have confronted newcomers to the United States. Students will also construct an interview with a character from a story, then videotape the presentation."

Mintz, Steven. "**Ethnic America**." __Digital History__. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu
 * Mintz, Steven. "**Ethnic America**." __Digital History__. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu/historyonline/ethnic_am.cfm
 * Mintz, Steven. "**Classroom-tested Lesson Plans and Handouts: Immigration**." __Digital History__. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu/historyonline/us29.cfm
 * Mintz, Steven. "**Learning Modules: Learn About Immigration**." Digital History. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu/modules/immigration/index.cfm
 * Mintz, Steven. "**Create a Multimedia Exhibit**." Digital History. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu/mm_exhibit/index.cfm
 * Mintz, Steven. "**Landmarks in Immigration History**." Digital History. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu/historyonline/immigration_chron.cfm
 * Mintz, Steven. "**Images**." Digital History. 2007. 2 Dec 2007. http://www.digitalhistory.uh.edu/images.cfm

"**Music of Immigrant Communities in the United States (Wikipedia Article)**." __Wikipedia__. 2007. Wikimedia Foundation, Inc. 2 Dec 2007. http://en.wikipedia.org/wiki/Music_of_immigrant_communities_in_the_United_States
 * At the time I accessed this article, the music of 21 countries were covered.

"**National Geographic Xpeditions: Lesson Plan: Migration Station: Should We Stay or Should We Go?**" __National Geographic.com__. 2006. 2 Dec 2007. http://www.nationalgeographic.com/xpeditions/lessons/09/g912/migrationstation.html
 * "In this lesson students will take a virtual visit at the [|Migration Station] to European countries that have been impacted by immigration or emigration. Students will write and perform scenes in which a family member must convince others that it is time to migrate." (Suggested Grade Levels: 9-12)

"**National Geographic Feature: Immigration: Changing America**." __National Geographic.com__. 2001. 2 Dec 2007. http://www7.nationalgeographic.com/ngm/data/2001/09/01/html/ft_20010901.3.html

__National Immigration Forum__. 2 Dec. 2007. http://www.immigrationforum.org/
 * "**Top 10 Immigration Facts and Myths**." __National Immigration Forum__. 2 Dec. 2007. National Immigration Forum. 2 Dec. 2007. http://www.immigrationforum.org/documents/TheJourney/MythsandFacts.pdf

"**Naturalization Self Tes**t." __Law Offices of George M. Sabga Jr. Website__. 2 Dec. 2007. http://www.us-immigration-attorney.com/Citizenship/citizenship2.htm
 * "This is a test of your knowledge of United States History and the structure of our government. This is not the actual test that you will be given by an INS Officer. It is designed to be used as a study guide only. The study guide test is in multiple choice format. At your interview, the INS Officer will ask you similar questions in an oral format. You will also be evaluated on your ability to speak, read, write, and understand English at your interview."

"**North American Immigrant Letters, Diaries and Oral Histories (Subscription Database)**." __Alexander Street Press__. 5 Dec. 2007. http://www.alexanderstreet2.com/imld/ Composed of contemporaneous letters and diaries, oral histories, interviews, and other personal narratives, the series provides a rich source for scholars in a wide range of disciplines. In selected cases, users will be able to hear the actual audio voices of the immigrants."
 * Primary resources
 * "//North American Immigrant Letters, Diaries and Oral Histories// includes 2,162 authors and approximately 100,000 pages of information, so providing a unique and personal view of what it meant to immigrate to America and Canada between 1800 and 1950.


 * Access to //**North American Immigrant Letters, Diaries, and Oral Histories**// is limited to faculty and students at subscribing institutions.
 * Click [|here] to request a free 30-day trial.

"**'One Country! One Language! One Flag!' The Invention of an American Tradition**." __Center for History and New Media/American Social History Project__. 6 Dec. 2007. http://historymatters.gmu.edu/d/5762
 * "Most people assume that the pledge of allegiance is as old as the Republic. In fact, it was invented in 1892 by Francis Bellamy, director of youth activities for the magazine Youth's Companion . Bellamy drew up the "pledge to the flag" (as it was then called) and publicized it as part of the activities surrounding the 400th anniversary of Columbus's arrival in America. On Columbus Day in 1892, ten million children recited Bellamy's pledge and it soon became a daily ritual in American schoolrooms. Its widespread adoption reflected both the anxieties about insuring an "American" identity in the midst of a renewed wave of European immigration and a growing nationalistic feeling that would soon help foster American expansionism overseas. The salute to the flag, described below, was dropped in 1942 because of its similarity to Hitler's fascist salute, and replaced with the "modern" salute (right hand over heart). In 1954--in the midst of another wave of American anxiety (this time about domestic and foreign Communism)--the words "under God" were added to the pledge in an effort to distinguish true Americans from "Godless Communists.""

"**OER (Open Education Resources) Search Results: Immigration**." __OER Commons__. 6 Dec. 2007. http://www.oercommons.org/search?sequencelength:int=175&b_start:int=0&SearchableText=immigration

"**OER (Open Education Resources) Search Results: Migrant**." __OER Commons__. 6 Dec. 2007.http://www.oercommons.org/search?form.submitted=1&y=0&x=0&global_searchbox=1&SearchableText=migrant

"**Pathfinders: Immigrants, Immigration (Search Results).**" __American Memory Collection: The Learning Page...Especially for Teachers__. The Library of Congress. 2 Dec 2007. http://frontiers.loc.gov/learn/start/keywords/immigrat.html

"**Port of Entry: Immigration (Lesson Plan)**." __Library of Congress__. 6 Dec. 2007. http://memory.loc.gov/ammem/ndlpedu/features/port/start.html
 * "...a game in which the viewer assumes the role of historical detective, searching for clues in photographs and eyewitness accounts about immigrant life in America."

"**Primer on Emigration, Immigration & Associated Subjects**." __Polish Geneaological Society of America__. 6 Dec. 2007. http://www.pgsa.org/primer.htm
 * Subjects include:
 * [|Migration]
 * [|Emigration]
 * [|The Journey]
 * [|Immigration]
 * [|Early Ports of Entry]
 * [|Ship Passenger Lists]
 * [|Port of Hamburg]
 * [|Naturalization Records]

"**Remaking America: Contemporary U.S. Immigration**." __Yale-New Haven Teachers Institute__. 1996. 2 Dec. 2007. http://pclt.cis.yale.edu/ynhti/curriculum/units/1996/4/

Scheuerer, Karen. "**IPL Pathfinder: Immigration in the United States**." __The Internet Public Library (IPL)__. 2000. 2 Dec 2007. http://www.ipl.org.ar/ref/QUE/PF/usimmigration.html
 * //"The purpose of this pathfinder is to serve as a starting point for research on immigration in the United States. This page is designed for history students of all ages, educators, and anyone who wants to explore current immigrations issues. Both print and Internet resources are provided. Many of the resources listed focus on the history of immigration in the United States. However, visitors will also find resources regarding current issues in immigration. This pathfinder is by no means a comprehensive collection of material available on the subject. The resources listed here are merely recommendations of starting points."//

Schick, John. "**Virtual Ellis Island Museum Unit**." __Michigan State University College of Education__. 2 Dec 2007. http://commtechlab.msu.edu/sites/letsnet/noframes/teachers/john/b6u2.html#plans
 * //"In this unit, students will conduct primary and secondary research to learn more about their cultural and ethnic heritage. These explorations will serve as a personal link for students to the historical importance of immigration in United States history. Such personal connections serve both to make history more meaningful and accessible to students and provide a vehicle for developing students' historical thinking skills. Students will use their research to develop web pages on their own cultural and ethnic heritage that will be formed into a virtual museum."//

Sitzer, Lewis. "**American Immigration Past and Present: A Simulation Activity [WebQuest]**." __Score.rims.k12.ca.us__. 2006. 2 Dec 2007. http://score.rims.k12.ca.us/activity/immigration/
 * //"This activity will consist of three parts: a Commission hearing in which the class will attempt to arrive at an immigration policy; individual essays by each student; and, if time permits, individual or group projects based on some aspect of America's immigration heritage."//

"**Ellis Island**." __National Park Service Website__. 2 Dec. 2007. http://www.nps.gov/archive/stli/serv02.htm
 * Contents include:
 * **[|Ellis Island History]****[|-A Brief Look]**
 * **[|Visitor Activities & Security Guidelines]**
 * **[|Education Programs]**
 * [|**Museum Exhibits**]
 * [|**Museum Collections, Archives & Library**]

TheAdventureGuy. "**New York City Tour pt3/3 Ellis Island, Empire State Building [Video]**." __YouTube.com__. 24 June 2007. 2 Dec 2007. http://www.youtube.com/watch?v=KCignxK21ew
 * //"Craig & Karen finish their first time tour of New York City. It's a visit to Ellis Island plus sites on the Downtown, Midtown, & Uptown bus loops before ending on the 86th Floor Observatory of the Empire State Building."//

"**What's the Point? A Lesson on Point of View**." __American Social History Project/Center for History and New Media__. 6 Dec. 2007. http://historymatters.gmu.edu/d/36
 * "Many immigrants to the United States wrote letters back home. At the time they were written, the missives shaped the expectations of those who would soon make the same journey; today, they gave historians invaluable first-hand testimony of the immigrants’ own experiences. These seventeen letters involved the children of a retired Polish farmer named Raczkowski. Adam Raczkowski went to the United States in 1904 with the financial assistance of his sister Helena Brylska [later Dabrowskis] and his brother Franciszek, who had both previously immigrated. He settled with his brother in Wilmington, Delaware, and obtained factory work. The letters included here cover the years 1904 to 1912 and were written between both Adam and Helena and their sister Teofila, who remained in Poland."

Whistler, Kristi. "**Unit of Study: Borders: A Multi-Dimensional Approach**." __RETANET (Resources for Teaching about the Americas)__. 1996. 2 Dec 2007. http://retanet.unm.edu/article.pl?sid=03/05/18/2000111
 * Suggested for grade levels 6-12
 * //"The main objective of the unit is for each student to complete a culminating project (by student's design) to show a new perspective on borders. After determining what a border is and where borders are, each week the students will examine a new facet of borders. Students will examine: political borders (U.S./Mexico border), economic borders (trade laws, economic disparities), social borders (employer/employee, educated/non-educated), linguistic borders (French/German, Spanish/English), immigration (cause of and result of), architectural borders (building materials and psychological effect), art as a border (territorial warnings of graffiti and recent art projects), cultural borders (all aspects of similarities and differences), psychological borders (personal space and imagined personal limitations).The unit will utilize a variety of resources and will incorporate many levels of Bloom's Taxonomy of Knowledge as well as different learning styles."//

Wysocki, Barbara and Frances Jacobson. "**Learning About Immigration Through Oral History**." __American Memory Collection: The Learning Page...Especially for Teachers__. The Library of Congress. 2 Dec 2007. http://memory.loc.gov/learn/lessons/97/oh1/ammem.html