European Immigrant

Journey Museum

Teacher Resource Page


by Gregg Legutki

Coyote Canyon School

Rancho Cucamonga, CA

Please forward your comments to the project director.

Page Index

Activity List

Literature List

Additional Links

California State Standards

Activity List

The following is a list of the activities associated with this website. Some forms are downloadable from the given links.

Room 1 Preparing for the Journey

Activity: Student is to write a five sentence paragraph about what one special item / toy they would pack in the family trunk to take with them on their trip to the new world.

Room 2 The Trip Across the Ocean

Activity: Student will examine painting and write about what activities s/he would have to keep occupied during trip across the ocean.

Room 3 Arriving in the New World

Activity: Vocabulary wordsearch using words from Immigrant Museum site.


Room 4 The Trip to a New Home

Activity: Student will research family history finding names of parents and grandparents to create a family tree. Student can then report about their family to class. Teacher can use their own family tree chart or get one from the following link (Teacher hint: You may want to white out the "step parent" boxes before reproducing sheet for your students.).


The following is a list of additional reading materials that are appropriate to this web site:

The Long Way to a New Land by Joan Sandin (©1986)

The Long Way Westward by Joan Sandin (©1989)



Many teachers will be interested in following links for more in-depth activities with their class.

Room 1 Preparing for the Journey

Room 2 The Trip Across the Ocean

Room 3 Arriving in the New World

Immigration Records, National Archives:

Room 4 The Trip to a New Home

Genealogy Pages, National Archives:


California State Standards (Complete)

Items from California State Standards that relate to this web site


2.0. READING COMPREHENSION: Students read and understand grade-level- appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources. The quality and complexity of the materials to be read by students are illustrated in the California Reading List. In addition to their regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.

3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of text and the literary terms or elements (i.e., theme, plot, setting, and characters). The quality and complexity of the materials to be read by students are illustrated in the California Reading List.


1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.


English Language Conventions are integral both to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.


1.0. LISTENING AND SPEAKING STRATEGIES: Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation.

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.



Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free market system.

2.1 Students differentiate between those things that happened long ago and yesterday by:

1. tracing the history of a family through the use of primary and secondary sources including artifacts, photographs, interviews, and documents

2. comparing and contrasting their daily lives with those of parents and grandparents

3. placing important events in their lives in the order in which they occurred (e.g., on a timeline or story board)

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments by:


3. locating on a map where their ancestors used to live, describing when their family moved

to the local community, and describing how and why they made their trip

4. comparing and contrasting basic land use in urban, suburban and rural environments in



2.3 Students explain the institutions and practices of governments in the United States and other

countries, in terms of:


1. the difference between making laws, carrying out laws, determining if laws have been

violated and punishing wrongdoers

2. the ways in which groups and nations interact with one another and try to resolve

problems (e.g., trade, cultural contacts, treaties, diplomacy, military force)


2.4 Students understand basic economic concepts and their individual roles in the economy, and

demonstrate basic economic reasoning skills, in terms of:


1. food production and consumption long ago and today including the role of farmers,

processors, distributors, weather, and land and water resources

2. the role and interdependence of buyers (consumers) and sellers (producers) of goods and services

3. how limits on resources require people to choose what to produce and what to consume

2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past make a difference in others' lives (e.g., biographies of George Washington Carver, Marie Curie, Louis Pasteur, Albert Einstein, Indira Gandhi, Abraham Lincoln, Jackie Robinson)



Preparing for the Journey

The family at home.
Packing the trunk.
Leaving home.
Getting ready to board.

The Trip Across the Ocean

On board the ship.
Passing the time.
Being counted.
Land !

Arriving in the New World

First sighting.
Checking in at port.
Ellis Island.
The big city. Crowded streets.

The Trip To a New Home

Choices for a new home.
Earning money in the new country.
The long train ride.
The new home. 

Picture Credits:

Map: © 1996 National Geographic Society Cartographic Division