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Third graders staged Ellis Island simulation to support writing curriculum
Summary
Third‑grade teachers described an in‑class Ellis Island simulation—medical checks, interviews, language assessment, and cultural activities—used to help students write letters from an immigrant perspective and deepen historical empathy.
Third‑grade teachers described an Ellis Island simulation they run to support a writing prompt that asks students to compose a letter from the perspective of an immigrant arriving at Ellis Island. Teachers said the unit includes preparatory lessons, character building, passport exercises, a mock medical exam, an interview station (with volunteer interviewers, including bilingual volunteers), and an English‑language assessment tied to lesson objectives.
Teachers said the role play helps students experience the time‑consuming, stressful nature of the immigration processing period and makes the writing assignment more authentic and accessible. Volunteers staged medical checks and registry lines, called students by 'ship' and had them present passports, and guided them through interviews that included challenging prompts such as whether the immigrant had ever been in prison, all designed to provoke thinking and empathy. The module concluded with students sampling foods from countries represented in the simulation and using library research to support post‑activity writing.
A library staff member described how research supports and resources were used after the simulation to help students locate details for their letters. Teachers reported the activity was well received, engaging, and contributed positively to student writing and cultural understanding.
